Dictation as a method in the teaching-learning process of word classes
DOI:
https://doi.org/10.62452/dpyngq79Keywords:
Teaching-learning of grammar, dictation, text system, word classesAbstract
This article presents partial results of a research on the teaching of the Spanish language in Cuban preuniversity, this focuses on the persistent difficulties in the teaching of grammar. Dictation was proposed as a method to improve not only spelling, but also the understanding of grammatical content, which also contributes to the development of active listening and concentration skills. In the qualitative study carried out at the Ernesto Guevara de la Serna high school during the 2024-2025 academic year, theoretical and empirical methods were used: document analysis, surveys of students, observations of classes, and interviews with teachers. A text system designed to strengthen the learning of word classes in 10th grade was implemented. The results showed an improvement in the students' attitude and the quality of writing, although total mastery of grammatical content requires greater attention. It is concluded that, although the objectives were achieved, additional actions are needed to optimize teaching and consolidate writing and grammatical skills in students. Future research could delve deeper into the areas identified as needing improvement.
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Copyright (c) 2025 Yoel Jiménez-Gómez, Sandy Moré-Mir (Autor/a)
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