L'ensenyament del català com a llengua addicional basat en conceptes

Abstract

The Sociocultural Theory of Learning has been applied to the teaching of additional languages for some decades now. Inspired by Vygotsky's writings on Psychology, it boosts the social dimension in the development of the individual's abilities and mental activities, which always materialize in two phases. In the first one, the learner can accomplish a particular task while interacting with another person, and in the second, they are able to perform it independently. The above mentioned theory proposes a pedagogical model in which the interaction among learners does not only provide the means for the practical resolution of a communicative task, but it also plays an actual mediating role in the learning and cognitive processes. In the case of grammar teaching, the model suggests that the learning unit be a concept, and not a linguistic form. Moreover, the teacher's action is supported by an array of artifacts that are perceived visually and hence offer an enhanced help and guide to the learners in their mental learning activity. This article explores the implementation of one of such artifacts in the teaching of clitics in Catalan.

Keywords

• concept based learning
• additional languages
• clítics
• cognitive linguistics
• mediated learnig