1.

Theory
It is necessary to considerate psychological and didactic theories in
teaching practices. In France, it is proposed the analysis of systems in
pedagogical sequences, such as pedagogy of objectives, content
organization and the acquisition of linguistic and cultural knowledge.

As for the teaching of Spanish as a foreign language, didactic actions

have been created in order to seek the structuring of linguistic contents.
For Gagn before preparing the didactic action is necessary to study the
domain, category or type of learning (transposition of concepts and
phonetic). From this, it develops the creation of didactic activities such
as internal (learning processes) and external events (pedagogic
activities), those that belong to cognitive and behavioral currents, that is
why Gagn's theory is considered as eclectic.

The author recognizes 8 stages in the didactic sequence:

Motivation to catch the attention of the student (expectation or
reward)
Comprehension relationship between stimulus-learning
(attention/selective perception)
Acquisition begins the real learning (storing and coding)
Retention what is learned penetrates the MLP
Remembrance what is learned is perceived as a scope
(recovery)
Generalization as soon as the information was recovered, should
be used in different contexts (transfer)
Action reflex of what the person has learned
Reinforce reinforcement (action-learning)

According to Gagn the stages of comprehension, acquisition, retention

and remembrance are working in cognitive psychological fields, and the
other stages working into psychological behavioral fields. To be able to
structure our didactic actions, it is necessary to take these 8 stages into
consideration.
In the teaching of texts from Spanish to a foreign language, there is a
transmission of concepts and oral practice. This will identify intellectual
and motor skills.