El concepto de modo lingüístico y su aplicación en los procesos de enseñanza-aprendizaje mediante las tic´s

Abstract

The present article attempts to describe the logical geography of the concept of linguistic mode. We first identify its particular uses within the functional domains of the ordinary language and technical language, and then we characterize its pertinence within the domains of analytic and synthetic knowledge. In addition, we try to show that the concept of linguistic mode can be useful for the production of synthetic knowledge, because it can apply to both the levels of analysis of behavioral development and the multi and interdisciplinary levels, which can be evidenced in the context of teaching-learning processes in general, and in the design, development, and application of technological tools in particular, such as the concrete case of the Information and Communication Technologies (ICT’s). Studies carried out to assess the effectiveness of the linguistic modes (reading-drawing-writing-talking and seeing-listening) were analyzed and the results consistently showed that: 1) performance is enhanced with a greater the number of linguistic modes, and 2) there is a primacy of the visual mode over the auditory. In addition, we analyzed studies that compared the effectiveness of ICTs as didactical tools and found only comparisons between printed versus multimedia materials. These studies also yield consistent results: performance is similar between media, but participants prefer multimedia texts. Although only one linguistic mode (reading) has been studied extensively and only two types of media (printed versus multimedia) have been compared, these results suggest that ICTs are effective and efficient didactic tools. Further research on other types of linguistic modes and their relationship to multimedia tools and the competencies expected from a student is necessary.