<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1815-7696</journal-id>
<journal-title><![CDATA[Mendive. Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Mendive]]></abbrev-journal-title>
<issn>1815-7696</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Pinar del Río Hermanos Saíz Montes de Oca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1815-76962020000100005</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El empleo de la literatura en el aprendizaje del uso real del inglés]]></article-title>
<article-title xml:lang="pt"><![CDATA[O uso da literatura na aprendizagem do uso real do inglês]]></article-title>
<article-title xml:lang="en"><![CDATA[The use of Literature in real English use Learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Acosta Padrón]]></surname>
<given-names><![CDATA[Rodolfo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pendás]]></surname>
<given-names><![CDATA[Nelson Careaga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Pinar del Río "Hermanos Saíz Montes de Oca"  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2020</year>
</pub-date>
<volume>18</volume>
<numero>1</numero>
<fpage>5</fpage>
<lpage>21</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1815-76962020000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1815-76962020000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1815-76962020000100005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La enseñanza del inglés asume hoy como objetivo el desarrollo de la competencia comunicativa, interactiva e intercultural. El uso real del inglés es un componente esencial en dicho objetivo. Este artículo muestra cómo la literatura contribuye al desarrollo del aprendizaje del uso real del inglés en estudiantes de la carrera de Lenguas Extranjeras en la Universidad de Pinar del Río. Se emplearon como métodos teóricos: el histórico, el lógico, la modelación, el análisis y la síntesis, la inducción y la deducción; como métodos empíricos: la observación a clase, la revisión documental y la entrevista; el criterio de experto como método para valorar la factibilidad y validez de la estrategia propuesta y el preexperimento para evaluar su efectividad Se expone una estrategia compuesta por un sistema de acciones que focalizan la utilización de textos literarios comprensibles y el apoyo de tareas interactivas para que los estudiantes realicen dentro y fuera del aula. Se obtuvieron resultados satisfactorios en términos del objetivo del aprendizaje del inglés. Asimismo, la estrategia logró un impacto positivo en la cultura del aprendizaje de los estudiantes, particularmente en la psicología del éxito, el aprendizaje fuera del aula y la actitud acerca del inglés como instrumento de comunicación real.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O ensino do inglês hoje assume como seu objetivo o desenvolvimento da competência comunicativa, interativa e intercultural. O uso efetivo do inglês é um componente essencial deste objectivo. Este artigo mostra como a literatura contribui para o desenvolvimento da aprendizagem do uso real do inglês nos estudantes da carreira de Línguas Estrangeiras na Universidade de Pinar del Río. Foram utilizados como métodos teóricos: histórico, lógico, modelagem, análise e síntese, indução e dedução; como métodos empíricos: observação em sala de aula, revisão de documentos e entrevista; critérios de especialistas como método para avaliar a viabilidade e valia da estratégia proposta e pré-experimentação para avaliar a sua eficácia. É apresentada uma estratégia composta por um sistema de ações que focalizam o emprego de textos literários compreensíveis e o apoio de tarefas interativas para que os alunos possam realizar dentro e fora da sala de aula. Foram obtidos resultados satisfatórios em termos do objectivo de aprender inglês. A estratégia também teve um impacto positivo na cultura de aprendizagem dos alunos, particularmente na psicologia do sucesso, na aprendizagem fora da sala de aula e nas atitudes em relação ao inglês como uma verdadeira ferramenta de comunicação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The teaching of English assumes today as objective the development of the communicative, interactive and intercultural competence. Then, the real English use is an essential component of this objective. This article shows how the use of literature contributes to the development of the learning process of the real English use in students of foreign languages at the University of Pinar del Río. As theoretical methods were used: the dialectic, the historical, the logic, the systemic and the modeling; as empirical methods were used the class observation, the document analysis and the interview. A strategy composed by a system of actions was proposed. This focuses on the use of comprehensible literary texts and interactive tasks for students to work in and out of the classroom. The tasks draw students `attention to the way writers use linguistic forms to express communicative functions and intentions. The strategy was implemented during two years with the first and second year English students. Satisfactory results were obtained in terms of the learning of English, and likewise students were introduced in the field of literature as a means to widen their cultural background and strengthen moral values. The strategy provided a positive impact in the students learning culture, particularly in building a psychology for success, in learning outside the classroom, and in their attitude towards English as an instrument of real communication.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[comunicación]]></kwd>
<kwd lng="es"><![CDATA[inglés]]></kwd>
<kwd lng="es"><![CDATA[literatura]]></kwd>
<kwd lng="es"><![CDATA[uso real]]></kwd>
<kwd lng="es"><![CDATA[cultura]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[comunicação]]></kwd>
<kwd lng="pt"><![CDATA[inglês]]></kwd>
<kwd lng="pt"><![CDATA[literatura]]></kwd>
<kwd lng="pt"><![CDATA[uso real]]></kwd>
<kwd lng="pt"><![CDATA[cultura]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[communication]]></kwd>
<kwd lng="en"><![CDATA[English]]></kwd>
<kwd lng="en"><![CDATA[literature]]></kwd>
<kwd lng="en"><![CDATA[real use]]></kwd>
<kwd lng="en"><![CDATA[culture]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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