The effect of a genre-based approach to the enhancing of writing skills in exposition texts in Eleventh-grade students
| dc.catalogador | pva | |
| dc.contributor.advisor | Gajardo Moller, Consuelo | |
| dc.contributor.author | Cruz Cariñe, Roxana Antonia | |
| dc.contributor.other | Pontificia Universidad Católica de Chile. Facultad de Letras | |
| dc.date.accessioned | 2024-01-16T15:54:14Z | |
| dc.date.available | 2024-01-16T15:54:14Z | |
| dc.date.issued | 2023 | |
| dc.date.updated | 2024-01-16T00:16:11Z | |
| dc.description | Tesis (Magíster en Lingüística Aplicada al Inglés como Lengua Extranjera)--Pontificia Universidad Católica de Chile, 2023 | |
| dc.description.abstract | The Chilean Ministry of Education for many years has emphasized the importance of developing the four language skills of the English language, being the writing skill one of the most present in activities in textbooks at all different school levels. In higher levels, such as eleventh grade, students are asked to write more complex texts, for example exposition texts. This type of text implies students to manage the 21st century skills which comprise higher order thinking abilities among other abilities. However, there has been little development on socializing a successful writing teaching approach nor has been explicit explanation of the differences found in all the existent text types, that is to say, their social purpose, intended audience, structure, and characteristics. This situation has led students to write different types of texts following the same steps and using the same linguistic resources available for them without much understanding. The present study aims to demonstrate how important is to become aware of the relevance of the linguistic choices that students have when writing an analytical exposition text through a through a contextualized explicit language teaching based on a genre-based approach (GBA) informed by Systemic Functional Linguistics (SFL), which consists of different specific stages. This study was carried out in a nine-week time using a methodological framework designed following a mixed method approach consisting of quantitative and qualitatively data analysis focusing on the written compositions of 15 eleventh-grade students of a middle class subsidized school in Santiago de Chile. The results of this research concluded that students’ writing skill in producing an exposition text was enhanced. Based on the positive results of this study, it is recommended that GBA aligned with the Teaching Learning Cycle should be implemented, at least, in higher levels of secondary education in Chilean schools with the objective of boosting students’ genre knowledge in generating different types of texts, especially, academic texts. | |
| dc.fechaingreso.objetodigital | 2024-01-16 | |
| dc.format.extent | 145 páginas | |
| dc.fuente.origen | Autoarchivo | |
| dc.identifier.doi | 10.7764/tesisUC/LET/80486 | |
| dc.identifier.uri | https://doi.org/10.7764/tesisUC/LET/80486 | |
| dc.identifier.uri | https://repositorio.uc.cl/handle/11534/80486 | |
| dc.information.autoruc | Facultad de Letras; Gajardo Moller Consuelo; 0000-0001-5371-5411; 1008862 | |
| dc.information.autoruc | Facultad de Letras; Cruz Cariñe, Roxana Antonia; S/I; 1193913 | |
| dc.language.iso | en | |
| dc.nota.acceso | Contenido completo | |
| dc.rights | acceso abierto | |
| dc.subject | Writing instruction | es_ES |
| dc.subject | Genre-based pedagogy | es_ES |
| dc.subject | Analytical exposition text | es_ES |
| dc.subject | Action research | es_ES |
| dc.subject | EFL in Chilean context | es_ES |
| dc.subject.ddc | 400 | |
| dc.subject.dewey | Lenguas | es_ES |
| dc.subject.ods | 04 Quality education | |
| dc.subject.odspa | 04 Educación de calidad | |
| dc.title | The effect of a genre-based approach to the enhancing of writing skills in exposition texts in Eleventh-grade students | es_ES |
| dc.type | tesis de maestría | |
| sipa.codpersvinculados | 1008862 | |
| sipa.codpersvinculados | 1193913 |