CARACTERIZACION DE LOS JUEGOS LINGUÌSTICOS

Activities may aim at equipping the learners with some of the skills required for
communication withhout actually requiring them to communicate (linguistic
skills) or either aim at helping the learners develop links with meanings diferent
degrees (communicative skills). Set of acxtivities is a group of activities that go
from simple to complex. There is no need of a logic [Link] are interrelated
but not interdependent. Acosta, (1997)
The set of activities proposed is grounded in certain philosophical, psychological,
pedagogical, didactic and linguistic fundamentals.
The philosophical fundamentals stem from dialectical materialism, which reveals
the social nature of language as the most important means of human
communication created in the collective practice of a community. Thus, each
language becomes a cultural product of the society in which it is spoken, and it
contributes to shape the identity of its [Link], the meanings, forms
and contextual use of each code differ from one to another language, and it is
vital to develop specific knowledge, abilities and values to interact in a foreign
language.
The psychological fundamentals are drawn on the cognitive and educational
studies based on the Historical-Cultural Theory also known in English as the
scaffolding conception, sociocultural theory or interaction hypothesis.
This conception was founded by L. Vygotsky (1979), who explained that
psychological growth and human learning consist in a permanent scaffolding, a
process of personal progression from a given stage towards new successive
levels (zone) of proximal development, which is achievable (accomplished) with
the help of “others” in accordance with (within the boundaries of) the ideological,
intellectual, ethic and material outcomes of the historical-cultural context the
individual lives in. In other words, historical sociocultural framework shapes how
learning takes place.
The pedagogical fundamentals come from Developmental Education Theory (a
Cuban pedagogical conception grounded on the Historical-Cultural Theory).
Based on Vygotsky’s ideas, it considers education a social process consisting in
the transmission and appropriation of contents and forms of culture, that occurs
in collaboration with others, and encourages life-lasting personality growth in line
with the concrete historical-cultural context in which it takes place. This means
that education results from school and family practices, interactions at a
workplace or even at an informal social setting.
The didactic fundamentals comprise general didactics tenets, taken from
developmental didactics, and Special didactics tenets, taken from foreign
language didactics based on the communicative approach.
The theory above discussed originate has given rise to developmental didactics
that assumes the teaching-learning process (TLP) as an organized and
intentionally oriented pedagogical process carried out at school, which integrates
into a system the transmission of culture (accomplished under teacher´s
guidance and involving peer interaction, teaching aids and materials, or any
other carefully chosen mediator) and its appropriation (the personal grasping
and re-interpretation of culture by the learner), so as to promote the integral and
autonomic development of student´s personality.
This set of activities has an objective character due to its:
 Objectiveness: It is objective because its activities take place as result of
the applied diagnosis and the necessity to improve the reading
comprehension skill in the English language.
 Applicability: It is applied adapting it to the situations of the place; it is
easy to handle it.
 Flexibility: It is exposed to changes, because of its design capacity. It is
argumentative and it is linked with the diagnosis results, goals and
necessities.
 Differentiated Character: In order to make it, the characteristics,
differences, abilities, personal independence and possibilities of the
students are taken into account.
 Up-datedness: It is founded in present pedagogical conceptions about
the improvement of the reading comprehension skill.
 Systemic character: It is expressed in the interrelation existing among the
elements of the activities designed to improve the reading
comprehension skill.