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Aportes desde dos enfoques teóricos para la didáctica de la escritura en lenguas extranjeras
| Content Provider | Semantic Scholar |
|---|---|
| Author | Anglada, Liliana Calvo, Ana Inés Deza, Adriana |
| Copyright Year | 2015 |
| Abstract | In this paper we set out to examine and consider the contributions of two theoretical proposals that have guided the teaching of writing at the secondary and university levels for approximately four decades. These traditions are process writing and genre-based writing. Although these approaches are based on opposing views, they are not necessarily incompatible in practice. In this article, we characterize both perspectives on writing instruction, and we then argue in favor of some aspects of genre-based instruction. We hypothesize that this approach could be more effective and useful when teaching writing in a foreign language, as it allows students to learn from models by working on the main features of those models before they engage in the production of their own texts. We also point out some tenets of the "writing as a process" tradition, particularly those which become relevant and more valuable during the revision stage. We conclude that both perspectives offer compatible teaching proposals and could be more or less beneficial at the different stages of writing. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://rephip.unr.edu.ar/xmlui/bitstream/handle/2133/4818/Anglada-Calvo-Deza.pdf;jsessionid=9B44F0741C83901161F09D27BE69CCDD?sequence=3 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
