Detalles del Título
Detalles del Título

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Título Análisis de los problemas en la argumentación escrita en español de estudiantes de tercer semestre de la licenciatura en lenguas extranjeras de la Universidad del Valle [recurso electrónico] Tesis o Trabajo de grado / CD-ROM - Tesis o Trabajo de grado
Parte de Tesis. Univalle. Facultad de Humanidades. Licenciatura en Lenguas Extranjeras inglés-Francés
Autor(es) Minhota Zapata, Carlos Andrés (Autor)
Taquez Anzola, Ana Ruth (Autor)
Vargas Franco, Alfonso (Director de Tesis o Trabajo de Grado)
Publicación Colombia : Universidad del Valle, 2016
Descripción Física 1 CD-ROM
Idioma Español;
Clasificación(es) 378.007
Materia(s) Enseñanza; Aprendizaje; Escritura académica; Producción escrita; Argumentación escrita; Elemento retorico; Intervención; Problemas; Licenciatura en lenguas extranjeras; Lenguas extranjeras;
Nota(s) Tesis (Licenciatura en Lenguas Extranjeras inglés-Francés). Universidad del Valle. Facultad de Humanidades, Cali, 2016

Abstract: This study identifies and analyzes the problems of academic and argumentative writing in third semester students of the Bachelor of Foreign Languages at the Universidad del Valle, in order to determine which are the most common difficulties arisen in the process of writing. Formal aspects of language and rhetorical elements will be analyzed in the written productions of students.
This is a qualitative ethnographic study that aims to determine how the relationship between the pedagogical intervention, classroom interactions and classroom activities in the course of Composition II, help to overcome these difficulties. The research shows that students have many difficulties in the academic writing as the use of an appropriate lexical, cohesion between paragraphs of a text, use of punctuation, citation and conjugation of verbs. In relation to the construction of the argument, it was found problems in students’ texts: students fail in prevailing an argumentative sequence, there is not an approach and continuation of a thesis throughout the text, there is no consistency between the thesis and the arguments developed throughout the production, problems in the use of rebuttals and backings in the argumentation. In addition to these, and although they are not the most common problems, interference of words from a foreign language (English or French) and orality marks were found in the students’ argumentative essays. Finally, this work demonstrates that educational intervention and classroom interactions help to improve the different versions of the written productions, though, some problems remain unsolved at the end of the intervention.

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