Madurez sintáctica expresiva de sintagmas nominales en niños de 8,0 a 9,11 años
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Fecha
2013
Profesor/a Guía
Facultad/escuela
Idioma
es
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Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
La preocupación por mejorar la calidad de comprensión y expresión del lenguaje de los escolares ha llevado a la necesidad de establecer líneas generales de su desarrollo. Esto implica la importancia de evaluar la madurez sintáctica, debido a que la sintaxis es uno de los componentes fundamentales del lenguaje.
El presente estudio es de tipo no experimental, descriptivo y transversal, sobre madurez sintáctica, en niños escolares, de la estructura llamada sintagma nominal. Esto se realizó con el propósito de ver si son escolares que han superado la sintaxis infantil o adulta inmadura. Para ello, se consideró 30 estudiantes de 3ro Básico, pertenecientes a la edad de 8,0 a 9,11 años de un Colegio Particular Subvencionado de la ciudad de Rancagua, excluyendo aquellos de Proyecto de Integración.
Se plantearon los objetivos de: 1) Determinar la cantidad de constituyentes (palabras y/o estructura sintáctica) en los sintagmas nominales dentro de un discurso narrativo del niño, 2) Identificar la complejidad de constituyentes combinados en el sintagma nominal y 3) Identificar la complejidad de la estructura del sintagma nominal.
A los menores se les contaron tres cuentos (Pavez, 2008), y se les pidió que hicieran un recontado de ellos, que posteriormente fue transcrito y analizado. Los resultados indicaron que los sintagmas nominales más usados por los niños correspondían a los más básicos en cuanto a sus constituyentes y complejidad; es decir, aquellos de 2 componentes (artículo + sustantivo). En cuanto a los determinantes utilizados, se observó la preferencia de cláusulas de relativo y complemento del nombre por sobre el adjetivo. Por otro lado, es mínima la aparición de sintagmas complejos de 5 constituyentes.
The concern to improve the comprehension and expression quality language in our children has caused the needed to establish general concepts in their development. Because of this is so important to assess the “Syntactic Maturity”, considering that this is the fundamental component of language. The present study is non-experimental, descriptive and transversal on “Syntactic Maturity” and its structure is called “Nominal Syntagma”. This will be done in order to see if they have overcome the “Infant Syntax” or “Immature adult”. For this study we are going to consider 30 third grade students which are in their 8 or 9 years. Belonging to a private school subsidized at Rancagua City, excluding those of Integration Project. The following objectives were proposed: 1) Determine the amount of constituents (words and / or syntactic structure) in noun phrases within a narrative discourse of the child, 2) Identify the complexity of the constituents combined in the nominal syntagma and 3) Identify the complexity in the nominal syntagma’s structure. Three stories were related to the children (Pavez, 2008), after that they had to relate back to us. Each story was trans written and then analyzed. The results indicated that the “Noun Phrases” commonly used by children were the most basic regarding to their constituents and complexity that means those 2 components (Article + noun). Concerning to the determinants used the preference in the relative clauses and complement name over the adjective; was observed. On the other hand the appearance of complex syntagmas of 5 constituents is minimum. In conclusion, the total of evaluated cases; presents a complex syntax, because was considered the syntactic maturity, as the ability to produce linguistics units with a sentence level, structurally complex. This mean that, are capable to rank syntactically, their ideas or thinking.
The concern to improve the comprehension and expression quality language in our children has caused the needed to establish general concepts in their development. Because of this is so important to assess the “Syntactic Maturity”, considering that this is the fundamental component of language. The present study is non-experimental, descriptive and transversal on “Syntactic Maturity” and its structure is called “Nominal Syntagma”. This will be done in order to see if they have overcome the “Infant Syntax” or “Immature adult”. For this study we are going to consider 30 third grade students which are in their 8 or 9 years. Belonging to a private school subsidized at Rancagua City, excluding those of Integration Project. The following objectives were proposed: 1) Determine the amount of constituents (words and / or syntactic structure) in noun phrases within a narrative discourse of the child, 2) Identify the complexity of the constituents combined in the nominal syntagma and 3) Identify the complexity in the nominal syntagma’s structure. Three stories were related to the children (Pavez, 2008), after that they had to relate back to us. Each story was trans written and then analyzed. The results indicated that the “Noun Phrases” commonly used by children were the most basic regarding to their constituents and complexity that means those 2 components (Article + noun). Concerning to the determinants used the preference in the relative clauses and complement name over the adjective; was observed. On the other hand the appearance of complex syntagmas of 5 constituents is minimum. In conclusion, the total of evaluated cases; presents a complex syntax, because was considered the syntactic maturity, as the ability to produce linguistics units with a sentence level, structurally complex. This mean that, are capable to rank syntactically, their ideas or thinking.
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Tesis (Fonoaudiólogo)
Palabras clave
Español, Sintaxis, Enseñanza Básica