Anaphoric resources in expository texts produced by children: the impact of a didactic sequence

Recursos anafóricos en textos declarativos producidos por niños: el impacto de una secuencia didáctica

Authors

  • Verónica Sánchez FAPSE- Université de Genève
  • María Dolores Plana National Council of Scientific and Technical Research (CONICET)- CIIPME
  • María Elena Benítez National Council of Scientific and Technical Research (CONICET)-CIIPME

Keywords:

recursos anafóricos, género textual, textos expositivos, intervención didáctica, producciones escritas (es).

Keywords:

anaphoric resources, textual gender, expository texts, didactic intervention, written production (en).

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Abstract (en)

This paper aims to explore the incidence of didactic strategies on the usage of anaphoric resources, in written expository texts, produced by Spanish speaking children, from Córdoba, Argentina. In order to identify and analyze the anaphoric resources used by children, we designed and implemented a sequence of didactic activities, based on gender textual characteristics. The genre to teach was the “encyclopedia entry”. We analyzed the children production obstacles and difficulties and compared the productions before and after the didactic intervention, in order to assess the impact of teaching in the development of the cohesion devices. Eighty Spanish speaking children, of 3rd grade who attended two schools from Córdoba, Argentina, participated in this study. The results showed consistent changes after the didactic intervention that mainly consisted in an increase of the diversity of resources and the adequacy score in final productions; a higher presence of lexical resources, a higher precision and a decrease of ambiguous ellipsis.

Abstract (es)

Este trabajo se propone explorar la incidencia de las estrategias didácticas en el uso de recursos anafóricos, en textos escritos expositivos, producidos por niños hablantes de español de la provincial de Córdoba, Argentina. Para poder identificar y analizar los recursos anafóricos utilizados por los niños, diseñamos y pusimos en práctica una secuencia de actividades didácticas, basada en las características del género textual. El género que se trató fue –el artículo enciclopédico–. A fin de poder evaluar el impacto en el desarrollo de los mecanismos de cohesión, analizamos los obstáculos de producción y las dificultades de los niños y comparamos los textos producidos antes y después de la intervención didáctica. Participaron del estudio 80 niños hispanohablantes, de 3er grado, que asistían a dos escuelas de Córdoba, Argentina. Los resultados mostraron cambios consistentes después de la intervención, que consistieron principalmente en un incremento de la diversidad de recursos y en el puntaje de adecuación en las producciones finales, así como en una presencia mayor de recursos léxicos, una mayor precisión y una disminución de las ellipsis ambiguas.

Author Biographies

Verónica Sánchez, FAPSE- Université de Genève

Is Ph.D. in Applied Linguistic (University of Córdoba, Argentina). She works as a post doc assistant at the University of Geneva (Switzerland) and at the Institut de documentation et recherche pédagogique (Neuchâtel, Switzerland).

María Dolores Plana, National Council of Scientific and Technical Research (CONICET)- CIIPME

Is Ph.D. in Applied Linguistic (University of Córdoba, Argentina). She works at the National Council of Scientific
and Technical Research (CONICET) and she is actually working on her post doc project on children’s text comprehension and working memory. She teaches also at Initial Teacher Education.

María Elena Benítez, National Council of Scientific and Technical Research (CONICET)-CIIPME

Is Ph.D. in Psychology (National University of La Plata, Argentina). She has worked as a Doctoral Fellow of the
National Council of Scientific and Technical Research (CONICET) and is currently working on a postdoctoral project referred to capacity of working memory and its relationship with phonological awareness skills, phonological processing and reading and writing of words in young adults with different levels of literacy.

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How to Cite

APA

Sánchez, V., Plana, M. D., & Benítez, M. E. (2013). Anaphoric resources in expository texts produced by children: the impact of a didactic sequence. Colombian Applied Linguistics Journal, 15(2), 156–165. https://doi.org/10.14483/udistrital.jour.calj.2013.2.a01

ACM

[1]
Sánchez, V., Plana, M.D. and Benítez, M.E. 2013. Anaphoric resources in expository texts produced by children: the impact of a didactic sequence. Colombian Applied Linguistics Journal. 15, 2 (Jul. 2013), 156–165. DOI:https://doi.org/10.14483/udistrital.jour.calj.2013.2.a01.

ACS

(1)
Sánchez, V.; Plana, M. D.; Benítez, M. E. Anaphoric resources in expository texts produced by children: the impact of a didactic sequence. Colomb. appl. linguist. j 2013, 15, 156-165.

ABNT

SÁNCHEZ, V.; PLANA, M. D.; BENÍTEZ, M. E. Anaphoric resources in expository texts produced by children: the impact of a didactic sequence. Colombian Applied Linguistics Journal, [S. l.], v. 15, n. 2, p. 156–165, 2013. DOI: 10.14483/udistrital.jour.calj.2013.2.a01. Disponível em: https://revistas.udistrital.edu.co/index.php/calj/article/view/5126. Acesso em: 1 dec. 2021.

Chicago

Sánchez, Verónica, María Dolores Plana, and María Elena Benítez. 2013. “Anaphoric resources in expository texts produced by children: the impact of a didactic sequence”. Colombian Applied Linguistics Journal 15 (2):156-65. https://doi.org/10.14483/udistrital.jour.calj.2013.2.a01.

Harvard

Sánchez, V., Plana, M. D. and Benítez, M. E. (2013) “Anaphoric resources in expository texts produced by children: the impact of a didactic sequence”, Colombian Applied Linguistics Journal, 15(2), pp. 156–165. doi: 10.14483/udistrital.jour.calj.2013.2.a01.

IEEE

[1]
V. Sánchez, M. D. Plana, and M. E. Benítez, “Anaphoric resources in expository texts produced by children: the impact of a didactic sequence”, Colomb. appl. linguist. j, vol. 15, no. 2, pp. 156–165, Jul. 2013.

MLA

Sánchez, V., M. D. Plana, and M. E. Benítez. “Anaphoric resources in expository texts produced by children: the impact of a didactic sequence”. Colombian Applied Linguistics Journal, vol. 15, no. 2, July 2013, pp. 156-65, doi:10.14483/udistrital.jour.calj.2013.2.a01.

Turabian

Sánchez, Verónica, María Dolores Plana, and María Elena Benítez. “Anaphoric resources in expository texts produced by children: the impact of a didactic sequence”. Colombian Applied Linguistics Journal 15, no. 2 (July 1, 2013): 156–165. Accessed December 1, 2021. https://revistas.udistrital.edu.co/index.php/calj/article/view/5126.

Vancouver

1.
Sánchez V, Plana MD, Benítez ME. Anaphoric resources in expository texts produced by children: the impact of a didactic sequence. Colomb. appl. linguist. j [Internet]. 2013Jul.1 [cited 2021Dec.1];15(2):156-65. Available from: https://revistas.udistrital.edu.co/index.php/calj/article/view/5126

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