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dc.contributor.advisorLobos, Leyla
dc.contributor.authorCatalan Diaz, Erica Cecilia
dc.contributor.authorRamirez Gonzalez, Daniela Paz
dc.contributor.editorFacultad de Educación
dc.date.accessioned2019-07-08T18:46:54Z
dc.date.available2019-07-08T18:46:54Z
dc.date.issued2011
dc.identifier.urihttp://repositorio.unab.cl/xmlui/handle/ria/9704
dc.descriptionTesis ( Magíster en Enseñanza del Inglés como Lengua Extranjera)es_ES
dc.description.abstractWriting in a foreign language is an arduous task, since it requires handling a wide range of linguistic and cognitive abilities. On one hand, it demands to have the knowledge of the language system, choosing the correct spelling, vocabulary, word formation and grammatical structure. On the other hand, it requires developing mental abilities such as generating ideas, ordering, prioritizing and organizing concepts and opinions. Moreover, writers also need to know the steps involved in the process of writing along with the expected characteristics of their written outcomes. Writing is an ability that has to be taught and practiced in the classroom. However, there are pedagogic practices that may hinder the developing of writing skills in students, instead of promoting them. For example, learners might be encouraged to participate in written activities without the knowledge and the skills required to achieve this type of communication. Sometimes, learners are asked to perform written tasks with higher levels of complexity without being exposed to a systematic practice and reflection on the skills involved in this process. Besides, some teachers, in some circumstances, have not been able to incorporate recent ideas about the development of writing into their pedagogy because of pressures of time, assessment or requirements of the syllabus. Therefore, some students have not had the chance to receive explicit instruction on writing processes, type of texts or the steps involved in written communication. Finally, those students who use texts and materials delivered by the government might be, somehow, excluded from achieving communicative language competences, since these textbooks are especially oriented to promote the development of receptive abilities such as reading and listening more than emphasizing the four language skills.es_ES
dc.language.isoenes_ES
dc.publisherUniversidad Andrés Belloes_ES
dc.subjectCalidad de la Educaciónes_ES
dc.subjectInvestigacioneses_ES
dc.subjectLecturaes_ES
dc.subjectInvestigación Educativaes_ES
dc.subjectChilees_ES
dc.titleA descriptive study on writing performance of 8th graders from a public schooles_ES
dc.typeThesises_ES


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