Conversational competence in the teaching-learning process of foreign languages: gnoseological and didactic references

Abstract

The article focuses on the development of conversational competence in the teaching-learning process of foreign languages (FL). Current studies around this category demand a didactics to be oriented towards awareness, practice and reflection on the structural elements and mechanisms of conversation in order to achieve an optimal communicative performance in the students. However, the current methodology needs to deepen, from more critical and reflective positions, in the dynamics of the teaching-learning process, as the integration of knowledge, skills, strategies and attitudes that intervene in the conversational interactive dynamics has not been sufficiently addressed, especially in their relationship with context and intercultural exchange. The position argued in this work is that the dynamics of the teaching-learning process of conversational competence must be based on the development of collaborative relationships and symmetry among the students in order to co-construct a common interactive discourse, marked by the use of communicative and socio-affective strategies that allow to enhance the conversational skills of FL learners.

Keywords

• conversational competence
• teaching-learning process
• dynamics
• foreign languages