The expression of silent cinema in the Spanish classroom: a teaching strategy for learning vocabulary
DOI
https://doi.org/10.25267/Tavira.2025.i30.1104Info
Authors
- Pilar Úcar Ventura (ES) Universidad Pontficia Comillas https://orcid.org/0000-0002-3086-9749
Abstract
Abstract:
The purpose is to analyse the possibilities of showing a short film without words in the Spanish classroom as a teaching resource for learning vocabulary in different language registers.
It has been found that at some levels of linguistic competence there is a certain stagnation in the progress of acquiring new terminology.
A teaching sequence with ‘short film stories’ is proposed. To this end, the advantages of contextualising images without words are analysed, thus favouring the deep structure that underlies verbal silences; activities related to verbal and non-verbal language are described: searching for synonyms in order to avoid the repetition of adverbs and deictic demonstratives, and the most common verbs that impoverish oral and written expression, such as: tener, dar, hacer, poner, decir and, above all, the verb ser. The list of exercises that can be carried out in the classroom activates synthesis, which is necessary for the practice of linguistic messages in the different forms of discourse that will be needed in subsequent levels.
Keywords: lexicon; short film; synthesis; idiomatic registers
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