THE EVALUATION OF A MIXED METHODOLOGICAL MODEL TO IMPROVE THE PRODUCTIVE AND RECEPTIVE SKILLS IN SPANISH AS A FL/SL: AN EXPERIMENTAL STUDY

Abstract

This present article seeks to provide a mixed methodological model for the development and implementation of a

Teaching Module for Spanish as a Foreign Language in the face to face environment. The primary objective is to portray

how methodological principles from different language teaching approaches - in this case, task based language teaching

and cooperative learning - can be combined effectively in designing activities for face to face contexts. In this regard,

empirical evidence is analysed in order to determine the effectiveness of the mixed methodology in the teaching-learning

of Spanish as a Foreign Language in the said settings, in a study based on a longitudinal experimental design with pre

test and post-test, but without control group. The findings will help to provide researchers, educators and language

teachers with valid guidelines as it relates to the development of Teaching Modules and Units for Foreign Language

Learning. The results show an increase in the acquisition of specific knowledge in Spanish as a Foreign Language, thus

improving the students’ linguistic and communicative competence. It is therefore proposed that mixed methodological

models be integrated and implemented when designing Teaching Modules for Language Learning, since they are the

most suited for Second and Foreign Language Acquisition.