La lingüística textual y la cultura escrita en la Universidad.
Main Article Content
Abstract
This article shows the results of an experience in Spanish I course oriented from the perspective of textual Linguistics. Besides, a comparison is made between results of a traditional course, in the Faculty of Economics of Universidad de Antioquia, in the first semester 2002. The instruments used to carry out this study were reading and writing tests applied to students of semesters II and III of Economics, Accounting and Administration programs of the Faculty. The same tests were applied to 20 students, a sample taken at hazard from a group of 80 students, who attended Spanish I in the first semester of the career. Results show that students lack of the ability to summarize, which indicates a very critical reading and writing problem in the Faculty of Economics. These results contrast with results of Spanish I course, where students’ performance were much better. This seems to indicate that the problem is on the type of orientation received in the high school and in the Spanish course in the first semester.
Downloads
Article Details
- Authors retain copyright and grant the journal right of first publication, with the work [SPECIFY PERIOD OF TIME] after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Zona Próxima
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work
References
BALMAYOR, EMILSE y SILVESTRE, ADRIANA (2002)“Estrategias metacomprensivas en alumnos universitarios. El caso de la autocorrección”. En: Martínez, María Cristina (comp.). Propuesta de intervención pedagógica para la comprensión y producción de textos académicos. Cali: Universidad del Valle, Cátedra Unesco, pp. 131-148.
CARLINO, PAULA (2004)“Escribir a través del currículo: tres modelos para hacerlo en la universidad”. En: Lectura y Vida. Buenos Aires: marzo, pp. 16-27.
CASSANY, D. (1988). Describir el escribir. Cómo se aprende a escribir.
Barcelona: Paidós, 1988.
CASTAÑEDA NARANJO, LUZ STELLA y HENAO SALAZAR, JOSÉ IGNACIO (1998)“Niveles de comprensión textual en la Universidad de Antioquia”. En: Lingüística y Literatura. Medellín: Universidad de Antioquia, año 19, No. 33, pp. 151-164.
ECO, HUMBERTO (1985)“Elogio del resumen”. En: Quimera. Barcelona: No. 52, julio, pp. 12-15.
VAN DIJK, TEUN (1983)La ciencia del texto. Barcelona: Paidós
CIBERGRAFÍALa Nación. Primer año: el desafío de dar clase a los recién llegados. Buenos Aires. Domingo 5 de septiembre de 2004 05.09.2004. http://www.lanacion.com.ar/especial/A/04/09/05/634570.xml.