Efectividad del modelo de argumentación de Toulmin en la producción de textos argumentativos en el contexto del examen internacional del IELT : estudio cuasiexperimental
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Fecha
2018
Autores
Profesor/a Guía
Facultad/escuela
Idioma
es
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Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
El objetivo general de esta investigación consistió en determinar el efecto
del modelo de argumentación de Toulmin en la redacción de textos
argumentativos en inglés de acuerdo a las 4 dimensiones del examen
internacional del IELTS: a) completación de la tarea, b) cohesión y coherencia,
c) recursos léxicos, d) amplitud y precisión gramatical.
El diseño de esta investigación corresponde a un estudio
cuasiexperimental, el cual consistió en un pretest1, una intervención y un
postest. En este estudio, participaron 10 estudiantes de nivel intermedio bajo en
inglés, quienes tuvieron que redactar un ensayo argumentativo a favor y en
contra con una extensión de al menos 250 palabras de acuerdo a una rúbrica
validada que mide 9 niveles de desempeño basado en el examen del IELTS, el
cual toma en consideración los niveles del Marco de Referencia Europeo para el
Aprendizaje, la Enseñanza y la Evaluación de Lenguas.
Los resultados de la investigación muestran que hubo efecto significativo
en cuanto a los niveles de logros en los 10 participantes en las 4 categorías que
se evaluaron. A nivel grupal, se obtuvo un 23v/o de logro en el pretest y un 79v/o
de logro en el postest. Por lo tanto, el nivel de efectividad del modelo
corresponde a un S6% respecto a los niveles de logro en los aprendizajes.
El presente estudio permite concluir que este modelo resulta ser
beneficioso para los profesores que se dedican a la preparación de sus
estudiantes para el examen internacional del IELTS. De esta forma, se puede
usar para mejorar sus capacidades de redactar textos argumentativos y así
mejorar su expresión escrita.
The general objective of this research was to determine the effect of Toutmin's argumentative model on the writing process of argumentative texts in English according to the four criteria2of the IELTS international exam: a) task achievement, b) cohesion and coherence, c) lexical resources, d) grammatical range and accuracy. This investigation was based on a quasi-experimental research design, which was divided into a pre-test, an intervention and a post-test. 10 low intermediate English students participated in this study and they had to write a 250-word for and against argumentative essay according to a validated rubric that measures 9 standard levels in compliance with the IELTS international exam, which takes into account the different leveis of the Common European Framework of Reference for Languages: Learning, teaching and assessment. The results of the research show that there was a meaningful effect on the achievement leveis in the 10 participants in the 4 categories that were assessed. The whole group obtained 23% of achievement in the pre-test and 79% of achievement in the post-test. Therefore, the level of effectiveness of this model corresponds to 56% with regard to the results of the students' learning gains. This present study aliows us to conclude that this model proves to be beneficial for language teachers and instructors who work with their students for the preparation of the IELTS international exam. In this way, it can be used to improve their students' ability to write argumentative texts, and thereby improve their written expression.
The general objective of this research was to determine the effect of Toutmin's argumentative model on the writing process of argumentative texts in English according to the four criteria2of the IELTS international exam: a) task achievement, b) cohesion and coherence, c) lexical resources, d) grammatical range and accuracy. This investigation was based on a quasi-experimental research design, which was divided into a pre-test, an intervention and a post-test. 10 low intermediate English students participated in this study and they had to write a 250-word for and against argumentative essay according to a validated rubric that measures 9 standard levels in compliance with the IELTS international exam, which takes into account the different leveis of the Common European Framework of Reference for Languages: Learning, teaching and assessment. The results of the research show that there was a meaningful effect on the achievement leveis in the 10 participants in the 4 categories that were assessed. The whole group obtained 23% of achievement in the pre-test and 79% of achievement in the post-test. Therefore, the level of effectiveness of this model corresponds to 56% with regard to the results of the students' learning gains. This present study aliows us to conclude that this model proves to be beneficial for language teachers and instructors who work with their students for the preparation of the IELTS international exam. In this way, it can be used to improve their students' ability to write argumentative texts, and thereby improve their written expression.
Notas
Seminario (Magíster en Desarrollo Curricular y Proyectos Educativos)
Palabras clave
International English Language Testing System, Producción de Textos, Argumentación Escrita