Production of academic texts and project-based instruction: the functions of linguistic scaffolding

Verba Hispanica

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Field Value
 
Title Production of academic texts and project-based instruction: the functions of linguistic scaffolding
Producción de los textos académicos y enseñanza por proyecto: las funciones del andamiaje educativo
Pisanje akademskih besedil in projektno poučevanje: naloge učne podpore
 
Creator Jovanović, Ana
 
Subject academic literacy
autonomy
constructivism
scaffolding
Spanish as L2
alfabetización académica
andamiaje
autonomía
constructivismo
E/LE
akademsko opismenjevanje
podpora
samostojnost
konstruktivizem
E/LE
 
Description In line with the constructivist paradigm, L2 teaching is more successful when it accommodates the individual characteristics and needs of the learner. In this paper, this is explored in relation to research projects completed by the students of an elective course Learning strategies in L2 learning. Following the model of project-based instruction, the students are stimulated to choose a topic of their interest and to complete an independent research project to be presented in the form of an academic paper. During this process, a number of didactic tools are provided as scaffolding in order to guide them through the learning process. Here, we explore the role of these didactic solutions and their perception by the students who participated in this qualitative action research project. The results reveal a dynamic between the creation of the academic text, the feedback, and the development of autonomy.
El debate sobre la necesidad de la inclusión de la alfabetización académica en los estudios superiores ha tenido distintas repercusiones tanto en los diferentes campos profesionales como en las diferentes regiones del mundo. No obstante, en las últimas dos décadas, se han articulado argumentos cada vez más fuertes hacia la necesidad de la introducción de la lectura y escritura académica en el currículo universitario regular (v. Prior y Bilbro, 2012; Carlino, 2003, 2013). En el caso de los estudios filológicos y, en particular, de los estudios de lenguas y culturas extranjeras, tal debate parece estar fuera de lugar ya que la alfabetización académica está íntimamente ligada con el desarrollo de la competencia comunicativa holística por lo que tiene un lugar importante en el currículo de los estudios filológicos.
Po konstruktivističnem modelu mora posameznik, da bi bilo učenje tujega jezika uspešno, odkriti, kako bo proces učenja prilagodil svojim značilnostim in potrebam. Prispevek se osredotoča na skupino študentov, ki obiskujejo izbirni predmet Strategije učenja tujega jezika. Skladno z modelom projektnega poučevanja študente pri izvajanju projektov spodbujamo k iskanju in raziskovanju tem, ki jih zanimajo. V tem procesu so bili študentom na voljo različni didaktični pripomočki, namenjeni učni podpori, da bi jih bolje usmerjali skozi učni proces. Avtorica na osnovi projekta akcijskega raziskovanja analizira različne faze v pripravi samostojnih nalog in proučuje, kako sodelujoči študenti dojemajo didaktične pripomočke. Rezultati odražajo dinamiko med pisanjem akademskega besedila, povratno informacijo in razvojem samostojnosti skozi učni proces.
 
Publisher Znanstvena založba Filozofske fakulte / Ljubljana University Press, Faculty of Arts
 
Date 2017-12-08
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
 
Format application/pdf
 
Identifier https://revije.ff.uni-lj.si/VerbaHispanica/article/view/7613
10.4312/vh.25.1.341-356
 
Source Verba Hispanica; Vol 25 No 1 (2017); 341-356
Verba Hispanica; Vol. 25 Núm. 1 (2017); 341-356
Verba Hispanica; L. 25 Št. 1 (2017); 341-356
2350-4250
0353-9660
10.4312/vh.25.1
 
Language spa
 
Relation https://revije.ff.uni-lj.si/VerbaHispanica/article/view/7613/7249
 
Rights Copyright (c) 2017 Ana Jovanović
http://creativecommons.org/licenses/by-sa/4.0
 

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