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Meaningful English Teaching in Light of Piaget, Vygotski, Wallon and Ausubel

机译：根据皮卡，Vygotsky，Wallon和Ausubel的有意义的英语教学

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The English ?teaching provides the learner with new opportunities for knowledge, work, communication?and?more. This must be as conscious as possible, with didactic and pedagogical, cognitive?and?metacognitive strategies, aimed at seeking better results. The aim is to discuss English language teaching with playfulness, in light of?maintheories of Piaget, Vygotsky, Wallon?and?Ausubel, making it as meaningful as possible. As?results?and discussion, it emphasizes that the teaching of so-called foreign languages, such as English, is conscious and needs didactic and pedagogical strategies that involve the learner in his?in?its multiple contexts, making his programmatic content interesting and motivating for those who learn it. For Piaget, this learning must be according to the student’s age group, their interactions?and?adaptations; Vygotsky argues the need for social interaction; Wallon involves the affective and motivating question and Ausubel defends the valorization of the student’s previous knowledge. Thus, it is stated that?English?teaching should be stimulated as soon as possible, in the youngest age groups, so it can be assimilated and learned in a playful, social, interactive?and?meaningful way.
机译：英语？教学为学习者提供了新的知识，工作，沟通的新机会？和？更多。这必须尽可能有意识，具有教学和教学，认知？和代理策略，旨在寻求更好的结果。目的是讨论用嬉戏的英语语言教学，鉴于帕西特的维护，Vygotsky，Wallon？和？Ausubel，使其尽可能有意义。结果？和讨论，它强调，所谓的外语教学，如英语，是有意识的，需要教学和教学策略，涉及他的学习者？在其多种背景下，使他的程序化内容有趣为那些学习它的人激励。对于私人来说，这种学习必须根据学生的年龄组，他们的互动？和？适应; Vygotsky认为需要社交互动;瓦隆涉及情感和激励问题，Ausubel捍卫学生以前知识的贪得无体。因此，它被说明了？英语？应该尽快刺激教学，在最年轻的年龄，所以它可以在俏皮，社会，互动的戏剧和学习中学到？有意义的方式。

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