El desarrollo de la conciencia (meta)pragmática del aprendiz a través del análisis de películas
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Los diálogos de películas han sido reconocidos por recientes trabajos en el campo de la pragmática como una herramienta potencialmente útil para mejorar la conciencia pragmática de los estudiantes en situaciones comunicativas. Siguiendo esta idea, este trabajo define en primer lugar el concepto de concienciación (meta)pragmática y explica, siguiendo a McConachy and Spencer-Oatey (2020), las diferentes perspectivas teóricas que han estudiado el papel de la conciencia en el desarrollo de la competencia pragmática. A continuación, presenta estudios que han enfatizado los beneficios de incorporar material audiovisual, películas concretamente, en la clase de lengua. Finalmente, presenta el análisis de dos diálogos de películas con la intención de ilustrar como se puede activar la conciencia de los estudiantes para mostrarles que la comunicación es un acto que depende del contexto. Asimismo, también resalta algunas técnicas basadas en la investigación con las que se podría activar el análisis crítico de escenas de películas por parte de los estudiantes.
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