<?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>S1815-76962021000200627</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Elección fundamentada de una definición de estrategias de aprendizaje de lenguas extranjeras]]></article-title>
<article-title xml:lang="pt"><![CDATA[Escolha Informada de uma Definição de Estratégias de Aprendizagem de Línguas Estrangeiras]]></article-title>
<article-title xml:lang="en"><![CDATA[Established choice of a definition of foreign language learning strategies]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kong]]></surname>
<given-names><![CDATA[Xu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Viñas]]></surname>
<given-names><![CDATA[Vilma María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Puentes Hernández]]></surname>
<given-names><![CDATA[José Juan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leyva Mariño]]></surname>
<given-names><![CDATA[Rosa Adela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Linyi  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>China</country>
</aff>
<aff id="Af2">
<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>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>19</volume>
<numero>2</numero>
<fpage>627</fpage>
<lpage>640</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1815-76962021000200627&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1815-76962021000200627&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1815-76962021000200627&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Entre los desacuerdos más notables existentes en el área de las estrategias de aprendizaje de lenguas extrajeras y segundas lenguas están la definición del término y las características que lo tipifican. Sin embargo, las investigaciones sobre estrategias de aprendizaje, como toda investigación seria, requieren de una sólida definición de sus constructos, fundamentada coherentemente; necesidad que se aprecia en el desarrollo de los estudios compartidos entre investigadores del Departamento de Español de la Universidad de Linyi de China y del Centro de Estudios de Ciencias de la Educación (CECEPRI) de la Universidad de Pinar del Río "Hermanos Saíz Montes de Oca", de Cuba. En tal sentido, este artículo se propone fundamentar la elección informada de una definición de estrategias de aprendizaje de lenguas mediante la discusión teórica de sus componentes. Para la realización del estudio se emplearon: el análisis documental, el análisis de contenido, el método histórico-lógico, análisis-síntesis, inducción-deducción y educación comparada. Se encontró que las definiciones más influyentes se concentran en torno a dos conceptos: pensamientos y acciones conscientes y actividades conscientes. Los resultados obtenidos permitieron a los investigadores asumir la definición de Oxford y Gkonou (2018), realizar la discusión teórica de los componentes, así como identificar futuras líneas de investigación centradas en el carácter autorregulado y autodirigido de las estrategias de aprendizaje de lenguas, el empleo de estrategias de aprendizaje para aprender la cultura de la lengua que se estudia y la influencia del contexto cultural en la conducta y selección estratégica de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Entre as divergências mais notáveis na área das estratégias de aprendizagem de línguas estrangeiras e de segunda língua estão a definição do termo e as características que o tipificam. Contudo, a investigação sobre estratégias de aprendizagem, como toda a investigação séria, requer uma definição sólida das suas construções, coerentemente baseada, uma necessidade que pode ser vista no desenvolvimento de estudos partilhados entre investigadores do Departamento Espanhol da Universidade de Linyi na China e do Centro de Estudos de Ciências da Educação (CECEPRI) da Universidade de Pinar del Río "Hermanos Saíz Montes de Oca", em Cuba. Neste sentido, este artigo visa apoiar a escolha informada de uma definição de estratégias de aprendizagem de línguas através de uma discussão teórica dos seus componentes. Análise documental, análise de conteúdo, método histórico-lógico, análise-síntese, indução-dedução e educação comparativa foram utilizados para realizar o estudo. Verificou-se que as definições mais influentes estão concentradas em torno de dois conceitos: pensamentos e ações conscientes e atividades conscientes. Os resultados obtidos permitiram aos investigadores assumir a definição de Oxford e Gkonou (2018), realizar a discussão teórica dos componentes, bem como identificar futuras linhas de investigação centradas na natureza autorregulada e autodirigida das estratégias de aprendizagem de línguas, na utilização de estratégias de aprendizagem para aprender a cultura da língua em estudo, e na influência do contexto cultural no comportamento dos aprendentes e na seleção estratégica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Among the most notable disagreements in the area of foreign and second language learning strategies are the definition of the term and the characteristics that typify it. However, research on learning strategies, like all serious research, requires a solid definition of its constructs based consistently. This need can be seen in the development of studies shared among researchers from the Department of Spanish of the Linyi University, from China, and the Center of Studies of Sciences of Education (CECEPRI) of the University of Pinar del Río "Hermanos Saíz Montes de Oca", Cuba. In this sense, this article aims to support the informed choice of a definition of language learning strategies through the theoretical discussion of its components. Documentary analysis, content analysis, historical-logical method, analysis-synthesis, deduction-induction and comparative education were used to carry out the study. The most influential definitions were found to be concentrated around two concepts: conscious thoughts and actions and conscious activities. The results obtained allowed the researchers to assume the definition by Oxford &amp; Gkonou (2018), carry out the theoretical discussion of its components, as well as to identify future lines of research focused on the self-regulated and self-directed nature of language learning strategies, the use of learning strategies to learn the culture of the target language, and the influence of the cultural context on students´ behavior and strategic choice]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[bases teóricas]]></kwd>
<kwd lng="es"><![CDATA[definiciones]]></kwd>
<kwd lng="es"><![CDATA[estrategias de aprendizaje de lenguas]]></kwd>
<kwd lng="pt"><![CDATA[bases teóricas]]></kwd>
<kwd lng="pt"><![CDATA[definições]]></kwd>
<kwd lng="pt"><![CDATA[estratégias de aprendizagem de línguas]]></kwd>
<kwd lng="en"><![CDATA[theoretical bases]]></kwd>
<kwd lng="en"><![CDATA[definitions]]></kwd>
<kwd lng="en"><![CDATA[language learning strategies]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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