What do students think about linguistic content and how do teachers correct

Grammar knowledge is a necessary baggage for learning writing. However, in the field of secondary education, there is great heterogeneity in terms of teaching of this formal knowledge and the ways in which students appropriate them. This article, on the one hand, is intended to investigate the socia...

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Autores principales: Moro, Diana, Forte, Nora
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue 2020
Materias:
Didactics of Writing
Grammar
Secondary Level.
Didáctica de la Escritura
Gramática
Nivel Secundario.
Acceso en línea:http://revele.uncoma.edu.ar/index.php/psico/article/view/2646
Aporte de:
Repositorio de Revistas Electrónicas REVELE (UNComahue) de Universidad Nacional del Comahue
id I22-R128-article-2646
record_format ojs
institution Universidad Nacional del Comahue
institution_str I-22
repository_str R-128
container_title_str Repositorio de Revistas Electrónicas REVELE (UNComahue)
language Español
format Artículo revista
topic Didactics of Writing
Grammar
Secondary Level.
Didáctica de la Escritura
Gramática
Nivel Secundario.
spellingShingle Didactics of Writing
Grammar
Secondary Level.
Didáctica de la Escritura
Gramática
Nivel Secundario.
Moro, Diana
Forte, Nora
What do students think about linguistic content and how do teachers correct
topic_facet Didactics of Writing
Grammar
Secondary Level.
Didáctica de la Escritura
Gramática
Nivel Secundario.
author Moro, Diana
Forte, Nora
author_facet Moro, Diana
Forte, Nora
author_sort Moro, Diana
title What do students think about linguistic content and how do teachers correct
title_short What do students think about linguistic content and how do teachers correct
title_full What do students think about linguistic content and how do teachers correct
title_fullStr What do students think about linguistic content and how do teachers correct
title_full_unstemmed What do students think about linguistic content and how do teachers correct
title_sort what do students think about linguistic content and how do teachers correct
description Grammar knowledge is a necessary baggage for learning writing. However, in the field of secondary education, there is great heterogeneity in terms of teaching of this formal knowledge and the ways in which students appropriate them. This article, on the one hand, is intended to investigate the social representations and attitudes that students have regarding grammar knowledge and school activities related to writing practices. The methodology consisted of the survey and analysis of the opinions obtained through the conduct of a survey of students of the Oriented Cycle of the secondary level of the city of Santa Rosa, La Pampa (Argentina). The selected educational institutions correspond to public and private management establishments. This is a qualitative investigation and the instrument used for data collection was a questionnaire, organized based on semi-directed questions and open response. The samples obtained show, among other issues, that students recognize that they need the “knowledge of the language” to produce texts but circumscribe that knowledge at the level of the regulations (spelling, punctuation). On the other hand, we analyze, in a sample of texts produced by students, the way in which teachers carry out interventions in that writing. Both surveys show the poor systematization in the school of the linguistic instruments necessary for autonomous writing.
publisher Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue
publishDate 2020
url http://revele.uncoma.edu.ar/index.php/psico/article/view/2646
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first_indexed 2022-10-04T14:43:38Z
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