Academic Journal
El empleo de jeroglíficos para enseñar contenidos gramaticales ; The employment of hieroglyphs to teach grammatical contents
| العنوان: | El empleo de jeroglíficos para enseñar contenidos gramaticales ; The employment of hieroglyphs to teach grammatical contents |
|---|---|
| المؤلفون: | Suárez Ramírez, Miriam, Fernández Guerrero, Manuel, Suárez Muñoz, Ángel |
| بيانات النشر: | Universitat Politècnica de València |
| سنة النشر: | 2019 |
| المجموعة: | Universitat Politécnica de Valencia: RiuNet / Politechnical University of Valencia |
| مصطلحات موضوعية: | Juegos, Jeroglíficos, Gramática, Profesorado, Educación obligatoria, Games, Hieroglyphics, Grammar, Teachers, Obligatory education |
| الوصف: | [EN] When the grammatical contents are addressed in primary and secondary education classrooms, especially those related to syntax and morphology, the teachers perceive the rejection they provoke among the students: they must pay close attention and dedicate considerable effort, but without that translates into a better use of the language, at least immediately. Hieroglyphics, as a habitual pastime, usually present messages that, by their way of solving, have a very direct link with the pragmatic level of the language. The solutions to the hidden message favor the use of linguistic elements and syntactic structures that are very important for the use of the language. The hieroglyphs acquire a didactic potential that is necessary to take advantage of. The collection and analysis of 725 hieroglyphics have shown that, with the answers they suggest, they facilitate the treatment of very diverse grammatical contents: affirmations, questions, sentences, nouns, various prepositional phrases, among others. They also pose structures and linguistic elements very common and known by speakers, sayings and phrases, which favor the expansion of vocabulary. The potential of the hieroglyph as a didactic resource is highlighted and teachers are suggested to use it in the classrooms. ; [ES] Cuando se abordan los contenidos gramaticales en las aulas de educación primaria y secundaria, sobre todo los referidos a la sintaxis y la morfología, el profesorado percibe el rechazo que provocan entre el alumnado: ha de prestar mucha atención y dedicar un considerable esfuerzo, pero sin que se traduzca en un mejor uso de la lengua, al menos de manera inmediata. Los jeroglíficos, como pasatiempo habitual, suelen presentar unos mensajes que, por su manera de resolverse, tienen una vinculación muy directa con el nivel pragmático de la lengua. Las soluciones al mensaje oculto favorecen el uso de elementos lingüísticos y estructuras sintácticas muy importantes para el manejo de la lengua. Los jeroglíficos adquieren así un potencial didáctico que ... |
| نوع الوثيقة: | article in journal/newspaper |
| اللغة: | Spanish; Castilian |
| تدمد: | 1133-4770 |
| Relation: | Lenguaje y Textos; https://doi.org/10.4995/lyt.2019.11280; urn:issn:1133-4770; http://hdl.handle.net/10251/123174 |
| DOI: | 10.4995/lyt.2019.11280 |
| الاتاحة: | http://hdl.handle.net/10251/123174 https://doi.org/10.4995/lyt.2019.11280 |
| Rights: | http://creativecommons.org/licenses/by-nc-nd/4.0/ ; info:eu-repo/semantics/openAccess |
| رقم الانضمام: | edsbas.83F02CE9 |
| قاعدة البيانات: | BASE |
| تدمد: | 11334770 |
|---|---|
| DOI: | 10.4995/lyt.2019.11280 |