Técnicas para estudiantes con necesidades en el aprendizaje del idioma español como lengua extranjera

Abstract

This work aims to propose techniques (exercises, activities and tasks) for the class and to solve learning needs of Spanish as a foreign language (ELE) in non-Spanish speaking students; such as the deficient pronunciation of words with diphthongs and in words in which they did not identify the tonic syllable aspects that affected oral, written communication and therefore the development of communicative competence. The contribution consisted in the successful use of a variety of techniques to solve students' learning needs related to pronunciation, punctuation and comprehension that limited communicative competence. The techniques contributed to solve learning needs and can be applied to other groups of students. The development of the work was based on the Universal Development Model for Learning, diversity, learning difficulties, learning styles and the pedagogical response as a solution to learning needs. It was taken into account that the formative process in higher education, the characteristics of the context and the way in which students learn and the methodology for the pedagogical response. The attention to individual differences stimulated the learning of students with difficulties in ELE, by offering tools that affected oral communication due to deficient pronunciation and diminished the adequate written expression and therefore the development of communicative competence. The learning style is central to the students' learning.