La Adquisición y el Desarrollo de Destrezas y Competencia Lingüísticas y Comunicativas en Lenguas Extranjeras en la ESO.

Abstract

Acquisition has become the key concept in the teaching and learning of foreign languages. Although this activity is now usually carried out with several aims in mind, the main one is undoubtedly to provide the learner with a (long-lasting) capacity to participate in real ("authentic") communicative transactions. All widely accepted contemporary models of language acquisition point to the same three fundamental elements within the process: input, interaction, and output. The differences lie in their interrelation and the role attributed to each of them. The following article aims to specify all this, paying particular attention to the metalinguistic (and/or metacommunicative) component of the input, and to the question of focussing on forro or meaning. Finally, all this is related to a specific context, the ESO (new Spanish compulsory comprehensive secondary education).