Competencia comunicativa y nuevas formulas docentes: la emergencia de nuevos modelos de comunicación didáctica
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A fin de delinear una propuesta teórica el artículo presenta a una síntesis de las investigaciones realizadas sobre la interacción didáctica, la organizando de acuerdo a tres perspectivas: proceso-producto, la sociolingüística y etnografía, y el análisis del discurso. A continuación, se aborda el concepto de competencia comunicativa. Por último, se proponen dos modelos a través de representación gráfica: uno en la competencia comunicativa y otro en la comunicación didáctica.
Al tratar con la dinámica de su interacción en las relaciones, nuestro enfoque se centra en la relación entre los individuos así como en los propios individuos. Suponemos, por tanto, una perspectiva interactiva y pragmática. Nuestra posición es que la competencia es algo que se crea en el contexto de una relación y, en este sentido, se define la competencia comunicativa.
El modelo relacional de la competencia comunicativa didáctica que se presenta es un modelo integral, basado en los principios teóricos de la relación que busca integrar los componentes claves de la comunicación con un proceso dinámico. Sin embargo, debido a que el modelo incorpora una gran cantidad de variables, se pone un reto con respecto a los medios para medir la competencia en el ámbito de la relación.
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