La comunicación didáctica y el discurso profesional en la enseñanza de idiomas extranjeros
Didactic communication and professional discourse in teaching foreign languages

Summary/Abstract: We are trying to identify communicational schemas that can increase the effectiveness of the teaching-acquiring process of the professional discourse in foreign language. We will try to prove that communicational schemas have not the same effectiveness when teaching foreign languages for specific purposes. Classical schemas of didactic communication are applicable to traditional teaching, where the teacher was the depositary of absolute scientific truth that he was trying to pass on to learners. In modern teaching, the teacher is more a mediator between the relative truth and learners. In this case, we are facing didactic communication. When trying to build professional discourse, especially in a foreign language, didactic communication is difficult because of the absence of a common explicit code that teacher and learner are sharing for the didactic content flux.

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