Didactic characterization of foreign language practical integrated class according to the modes of communication

Abstract

The Common European Framework of Reference for Languages [CEFRL] (Council of Europe, 2017) has replaced the pedagogic use of the four traditional language skills for the modes of communication treatment as a prototype for the process of mutual construction of meaning among participants. Because of this the foreign language practical class requires greater didactic integration mainly in no specialized language majors where the low quantity of teaching hours evidently demands the rational use of time. Consequently, the objective of this research consists of delimiting the didactic characteristics of the foreign language practical integrated class with the modes of communication use in the previous mentioned majors. With this purpose the foreign language practical class distinctive characteristics in comparison to other university subjects were not only specified, but also its main developmental didactic conceptions were analyzed together its most extended national typologies and alternatives to the Presentation, Practice and Production (PPP) Approach existing in the foreign language didactic bibliography. Finally, the characteristics of the provided conception of foreign language practical integrated class were illustrated taking into consideration its didactic functions, class steps, ways of integration, teaching actions, and learning cycles according to the habitual PPP Approach. The research methodology included the historical-logic method, the inductive-deductive one, modeling and the critical analysis of bibliographic sources.

         Keywords: management of foreign language class, foreign language teaching, language teaching innovations