L'ensenyament de la producció escrita mitjançant géneres textuals i seqüències didàctiques. Un estudi en Educació Infantil i Primària

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The main goal of this thesis is to show that five, six, seven and eight-year-old children are capable of writing worksheets on traditional stories with specific tools such as the didactic sequence and the dictation to adults. The selection of the stories revolves around the choice of traditional fairy tales featuring active, resolute and ingenious women. In order to achieve this goal, I have designed a teaching device, a didactic sequence based on the perspective of the School of Geneva. I have implemented and evaluated this didactic sequence in two classrooms at a public school in the Valencian Community (the first one in the third year of kindergarten and the second one, in the second year of Primary School). The implementation of the teaching sequence allowed us to obtain empirical data on which this investigation relies: the texts produced by children in classroom situation. The writings of students, which make up the corpus, have been studied from an analytical protocol designed to explore the textual genre required: the worksheet. The analytical protocol, organized from the axis of adequacy, coherence and cohesion of the requested genre have made linguistic markers emerged. These linguistics markers allow us to see the improvements achieved after the implementation of the didactic sequence, and the textual productions of the children with regard to three broad categories of analysis: the extension of texts or textual productivity, textual complexity and adequacy to the genre required. The results obtained allowed us to state that the main goal of the research has been achieved: five, six, seven and eight year-old-children can write worksheets on traditional stories with the help of clear, specific and guided mediations. Therefore, on the one hand, to add evidence around the use of the writing text in the initial literacy has been achieved and, on the other hand, to bring innovative empirical research, conducted in the classroom situation in the field of language teaching has been possible.
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