Teoría de la dirección de la asimilación y enseñanza de una lengua extranjera

Abstract

Foreign language teaching is currently in what we consider to be a “new development crisis.” We refer to the fact that, in spite of advances in experimental educational psychology, the results of the foreign language teaching-learning process are far from satisfactory whether in terms of effectiveness or the quality of communicative skills mastery. Neither a focus on communicative skills nor adoption of a constructive approach to the process seem to have been able to resolve this “crisis.” This study attempts to analyze the situation under a Vygotskian viewpoint, more specifically according to P.Y. Galperin’s theory (1959, 1966) of guiding assimilation. A pedagogical intervention model that could help to resolve this problem is proposed.