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Departament Filologia Anglesa I Alemanya La DEPARTAMENT FILOLOGIA ANGLESA I ALEMANYA LA CULTURA COMO DESTREZA EN EL AULA DE LENGUAS EXTRANJERAS CARMEN MEDINA GARRÍGUEZ UNIVERSITAT DE VALENCIA Servei de Publicacions 2009 Aquesta Tesi Doctoral va ser presentada a València el dia 3 de desembre de 2008 davant un tribunal format per: - D. Ricardo Mairal Usón - Dª. María José Coperías Aguilar - Dª. Emma Dafouz Milne - D. Victor Pavón Vázquez - D. Hang Ferrer Mora Va ser dirigida per: D. José A. Calañas Continente Dª. Joanne Neff Van Aertselaer ©Copyright: Servei de Publicacions Carmen Medina Garríguez Depòsit legal: I.S.B.N.:978-84-370-7450-4 D.L.:V-1341-2009 Edita: Universitat de València Servei de Publicacions C/ Artes Gráficas, 13 bajo 46010 València Spain Telèfon: 963864115 LA CULTURA COMO DESTREZA EN EL AULA DE LENGUAS EXTRANJERAS TESIS DOCTORAL CARMEN MEDINA GARRÍGUEZ DIRECTORES: Dr. José Antonio Calañas Continente Dra. JoAnne Neff van Aertselaer UNIVERSITAT DE VALÈNCIA Facultat de Filologia, Traducció i Comunicació Departament de Filologia Anglesa i Alemanya 1 INDICE PRÓLOGO 9 1. Introducción 11 1. Objetivos 11 2. Marco legislativo 11 3. Necesidad de investigar sobre la cultura como destreza 17 4. Hipótesis de trabajo 21 5. Estructura de la tesis 23 2. El concepto de cultura. Revisión de sus definiciones 26 1. Introducción 26 1. 1. Definiciones de cultura 27 1. 2. Criterio cronológico 28 1. 3. Criterio interdisciplinar 32 1. 4. Criterio contextualizado 36 1. 5. Recapitulación 38 2. Análisis de las definiciones de cultura 38 2. 1. El componente ideas 39 2. 2. El componente simbólico 39 2. 3. El componente significado 40 2. 4. El componente social 40 2. 5. El componente creencia 42 2. 6. El componente conciencia 42 2. 7. El componente comportamiento 43 2. 8. El componente histórico-herencia 43 2. 9. El componente instituciones y artes 45 2. 10. El componente folklore y actividades diarias 46 2. 11. El componente modo de vida 47 2. 12. El componente abstracto o general 48 2. 13. El componente conflictivo 48 2. 14. El componente metafórico 50 2. 15. Recapitulación 50 3. Nuestro concepto de cultura 52 1. La naturaleza de la lengua y la cultura 52 2. Variaciones en torno al concepto de cultura 62 3. Articulación didáctica de la cultura en un enfoque que integra la cultura como destreza 69 3. 1. Configuraciones inherentes 70 3. 1. 1. Dimensión formación 71 3. 1. 2. Dimensión sociedad 74 3. 1. 2. 1. Faceta humanista 74 3. 1. 2. 2. Faceta universal 76 3. 1. 3. Dimensión tiempo 79 3. 2. Aplicaciones externas 81 3. 3. Condicionantes externos 82 4. Recapitulación 82 2 4. Investigación teórica en torno a los modelos que integran cultura en la práctica docente 85 1. El contexto 85 1. 1. Antropología cultural 87 1. 2. Psicología 88 1. 3. Semiótica 89 2. Casos prácticos de académicos que propugnan la importancia del aspecto cultural en la dinámica del aula 97 2. 1. El enfoque experimental de J. A. McCaffery 98 2. 2. Los estudios culturales en M. Byram 99 2. 3. El modelo audiovisual de M. Beers 102 2. 4. El modelo de M. Coffey 103 2. 5. El modelo de C. Kramsch 104 2. 6. El MCER y la labor del Centro Europeo de Lenguas Modernas (ECML) 105 5. Incorporación de la comprensión y expresión cultural al currículo de enseñanzas de lenguas extranjeras 110 1. Fundamentación teórica 112 1. 1. Lengua 112 1. 2. Cultura 114 1. 3. El aprendizaje de una lengua extranjera 115 2. Metodología y docencia 119 2. 1. Metodología 119 2. 2. La docencia 126 2. 2. 1. Análisis apriorístico 127 2. 2. 2. Estrategias y técnicas 128 2. 2. 3. Selección de los materiales 129 2. 3. La unidad didáctica y el libro de texto 130 2. 3. 1. Evolución de los manuales 139 2. 3. 1. 1. Cortina´s English in English (1959) 140 2. 3. 1. 2. Wavelength (2001) 143 2. 3. 1. 3. Natural English (2006) 145 2. 3. 1. 4. ¡Dime! Uno (1993) 149 2. 3. 2. Recapitulación 155 2. 4. El papel del profesor 155 2. 5. El papel del alumno 156 2. 6. La clase 157 2. 7. Las actividades 158 3. Los descriptores 160 3. 1. Objetivos Generales del Nivel A1. (Curso Primero, 2006 – 2007, EOI de Antequera) 162 3. 2. Objetivos Específicos del Nivel A1 164 3. 3. Contenidos del Nivel A1 166 3. 4. Objetivos Generales del Nivel B1. (Curso Tercero, 2002 – 2005, EOI de Córdoba) 171 3. 5. Objetivos Específicos del Nivel B1 173 3. 6. Contenidos del Nivel B1. 176 4. La evaluación 180 4. 1. El concepto de evaluación 180 4. 2. Criterios de evaluación 182 3 4. 3. La puntuación 184 4. 3. 1. La evaluación en el tercer curso de inglés de la EOI de Córdoba 185 4. 3. 2. La evaluación según nuestro modelo 186 4. 3. 3. Clasificación de los resultados de la evaluación desglosada por puntuación 186 4. 4. Evaluación de la comprensión y expresión cultural 190 4. 5. Evaluación de la expresión oral 193 4. 6. Evaluación de la expresión escrita 195 4. 7. Evaluación de la comprensión auditiva y audiovisual 199 4. 8. Evaluación de la comprensión de lectura 200 4. 9. Evaluación del uso de la lengua 201 4.10. Parámetros de la autoevaluación 202 4.11. Recapitulación 205 6. Investigación práctica en torno a un enfoque que integra la cultura como destreza en la práctica docente 207 1. Los grupos de estudio 207 1. 1. Metodología de trabajo con el profesorado 212 1. 2. Cuestionario realizado por los profesores 213 1. 3. Metodología de trabajo con el alumnado 214 1. 4. Cuestionario realizado por los alumnos 215 2. Resultados de las encuestas al profesorado 217 3. Resultados del alumnado 224 4. Conclusiones 230 7. Conclusiones finales 233 1. Recapitulación 233 2. Aplicaciones didácticas 251 3. Futuras líneas de investigación 253 8. Bibliografía 257 1. Referencias 257 2. Libros de texto y libros de lectura 271 3. Textos legales 273 4. Páginas web 274 Apéndices 276 Apéndice 1. Listado de las definiciones de cultura 278 Apéndice 2. El contrato de clase para el curso 2006 – 2007 281 Apéndice 3. Textos de Lectura 283 3.1. “Pánico, gritos y después el silencio de la muerte” 283 3.2. Letizia Ortiz and Principe Felipe 285 3.3. Twin boys successfully separated 288 Apéndice 4. Extractos de Cortina’s English in English (1959) 291 Apéndice 5. Materiales del IES Skyview 292 5.1.Objetivos y contenidos para el curso 2001-2002. IES Skyview, Billings, Mt. 292 5. 2. Proyecto de comprensión y expresion cultural para el curso 2001 – 2002. IES Skyview, Billings, Mt. 293 5. 3. Modelos de examen. 306 4 Apéndice 6. Tercero C experimental 312 6. 1. Examen de los alumnos de tercero C experimental, EOI de Córdoba 312 6. 2. Cuestionario de autoevaluación 322 6. 3. Cuestionario de evaluación de la clase 323 Apéndice 7. Actividades troncales 325 7. 1. Cuestionario del perfil de los participantes 325 7. 2. Actividad de creación de grupo: ¿quién soy yo? 325 7. 3. Elección de la definición correcta de cultura 326 7. 4. La historia de María 327 7. 5. Actividad de creación de grupo. El mapa de mi yo 328 7. 6. El caso de Fereshta y Nanak 329 7. 7. La fábula del mejillón y el pájaro 331 7. 8. El cuestionario final 332 Apéndice 8. Los cuestionarios 333 8. 1. Cuestionario del perfil de participante 333 8. 2. El cuestionario de evaluación final 334 8. 3. El cuestionario de final del Curso de actualización lingüística del profesorado. EOI Córdoba, curso 2005 – 2006 335 Apéndice 9. Unidades didácticas 336 9.1. Esquema de la unidad didáctica original. Unidad didáctica con la que se trabajó desde 1993 hasta 1999 336 9.2. Aplicación práctica a cargo de Beatriz Toledo 337 9.3. Aplicación práctica a cargo de Joaquina Carvajal y M. Evelia García 339 Apéndice 10. Hoja informativa de principios de curso 2006 – 2007 342 Apéndice 11. Finalidades educativas de la Escuela Oficial de Idiomas de Antequera, Curso 2006 – 2007 345 Índice de Tablas 14 Tabla 1. Tipos de contenidos y los subcomponentes (temas, lenguaje, micro estrategias, etc.) susceptibles a intervenciones específicas en el aula 14 Tabla 2. Naturaleza de la lengua y de la cultura 61 Tabla 3. Esquema de nuestro concepto de cultura 72 Tabla 4. Interferencia para desarrollar la comprensión y expresión cultural 94 Tabla 5. Resumen del model que propone considerar la compresión y expresión cultural como parte del currículo de enseñanzas de lenguas extranjeras 111 Tabla 6. Esquema de niveles de evaluación 184 Tabla 7. Puntuación de la EOI de Córdoba 185 Tabla 8. Puntuación con la incorporación de la comprensión y expresión cultural 186 Tabla 9. Hoja de evaluación de la comprensión y expresión cultural 192 Tabla 10. Hoja de evaluación de la expresión oral 194 Tabla 11. Hoja de evaluación de la expresión escrita. A1 196 Tabla 12. Hoja de evaluación de la expresión escrita. B1 198 Tabla 13. Lugares visitados. 21 – 25 218 Tabla 14. Lugares visitados. 26 – 30 218 Tabla 15. Lugares visitados 31 – 35 219 Tabla 16. Incorporación de actividades culturales 220 Tabla 17. Fines de la incorporación de actividades culturales 221 Tabla 18. Expectativas sobre el curso 222 5 Tabla 19. Datos numéricos del profesorado 225 Tabla 20. Razones salidas al extranjero 226 Tabla 21. Lugares vistados 227 Tabla 22. Duración de la estancia 227 Tabla 23. Lugares visitados. 14 – 18 228 Tabla 24. Lugares visitados. 19 – 25 229 Tabla 25. Lugares visitados. 26 – 30 229 Tabla 26. Incluir cultura 231 Tabla 27.
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