The role of the referent object of didactic discourse in contextual competence achievement

Abstract

35 students were assigned to 4 experimental groups during theinstructional episode were given to read a text describing a constellation promptly with the original name of its main stars.Manipulated between groups was the presence or absence of the real (photography) and substitute (scheme). They were thensubjected to two types of test (1) identifiación parties to the real object and (2) textual questions.

The results show that the instructional episodes in which theteaching is related speech situationally with reality or their substitutes are those with better conditions for reconociemientoparties to the real thing. However, we found no significant performance diferncias groups responding to the text pregutas.