CONVERSATIONAL COMPETENCE IN FOREIGN LANGUAGES. IT’S TENDENCIES IN TEACHING APPROACHES AND METHODS

Abstract

The article carries out a study of the teaching-learning process of conversation in foreign languages from a historical-logical perspective. This makes it possible to determine gnoseological antecedents and synthesize conclusions about the role given to this object in different periods, in order to understand the facts that justify its current state. The historical-logical method and documentary analysis of bibliographic sources are used, in order to provide a system of evaluation and synthesis of evidence systematized by various authors. The research concludes that the didactic of the conversation transits from the reduction of the interactive conversational dynamics towards a more integral and communicative projection of the formative process in foreign languages, but it still has to deepen in the didactical systematization of the conversational competence, which contributes to the negotiation and co-construction of the oral communicative practice in the foreign language.