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Comprensión lectora en trastorno específico del lenguaje. Su relación con la comprensión narrativa, inferencias, léxico y decodificación
(Universidad de Chile, 2014)
Los escolares con Trastorno Específico del Lenguaje (TEL) pueden presentar diversas dificultades en la comprensión lectora. Sin embargo, aún se discute en qué medida las habilidades lingüísticas y la decodificación se asocian a esta. Por lo tanto...
Children with Specific Language Impairment (SLI) may have several difficulties in reading comprehension. However, there is still in debate the extent to which language skills and decoding are associated with this. Therefore, the objectives of this research are: (1) establish the existence of an association between oral and reading comprehension; decoding and reading comprehension in children with SLI and children with TLD. (2) Compare the association of reading comprehension established in relation to the decoding and oral comprehension between groups with SLI and TLD. The sample consisted of 25 children (12 with SLI and 13 TLD) who were in first grade and enrolled in schools with an Integration Project in Santiago. Reading comprehension, decoding and language skills of oral comprehension (narrative comprehension, inference and vocabulary) were evaluated. The results showed that children with SLI had a significantly lower performance than the ones with TLD in all the evaluated skills. In addition, we observed that in both groups (SLI and TLD) only decoding was significantly associated with reading comprehension. Finally, three types of readers profiles are proposed in children with SLI, considering their heterogeneous performance. We conclude that children with SLI correspond to a risk group reader, for which it is necessary to generate guidelines for intervention in order to reduce their difficulties at scholar age....
Children with Specific Language Impairment (SLI) may have several difficulties in reading comprehension. However, there is still in debate the extent to which language skills and decoding are associated with this. Therefore, the objectives of this research are: (1) establish the existence of an association between oral and reading comprehension; decoding and reading comprehension in children with SLI and children with TLD. (2) Compare the association of reading comprehension established in relation to the decoding and oral comprehension between groups with SLI and TLD. The sample consisted of 25 children (12 with SLI and 13 TLD) who were in first grade and enrolled in schools with an Integration Project in Santiago. Reading comprehension, decoding and language skills of oral comprehension (narrative comprehension, inference and vocabulary) were evaluated. The results showed that children with SLI had a significantly lower performance than the ones with TLD in all the evaluated skills. In addition, we observed that in both groups (SLI and TLD) only decoding was significantly associated with reading comprehension. Finally, three types of readers profiles are proposed in children with SLI, considering their heterogeneous performance. We conclude that children with SLI correspond to a risk group reader, for which it is necessary to generate guidelines for intervention in order to reduce their difficulties at scholar age....
Usos Prepositivos en Español
(Universidad de Chile, Facultad de Filosofía y Humanidades, 1997)
parte de estas inves-
tigaciones, enmarcadas en la lingüística cognitiva, ha tratado de caracterizar la representa-
ción espacial denotada por las preposiciones, integrando en esta tarea información lin-
güística, perceptiva, comunicativa y culturaP. La...
marco cognitivista. 1Landau y Jackendoff (1993) se exceptúan de esta tendencia general, toda vez que inten- tan desarrollar un análisis que, sin negar el papel de los factores expresados en la comunicación lingüística, sugiere un nivel lingüístico de...
marco cognitivista. 1Landau y Jackendoff (1993) se exceptúan de esta tendencia general, toda vez que inten- tan desarrollar un análisis que, sin negar el papel de los factores expresados en la comunicación lingüística, sugiere un nivel lingüístico de...
Plataforma visual interactiva de interpretación lingüística latinoamericana. El cuaderno del sur
(Universidad de Chile, 2014)
como objetivo exponer los
conceptos que serán claves para el desarrollo del proyecto
“Plataforma visual interactiva de interpretación lingüística
latinoamericana, Cuaderno del Sur”. Este se dividirá en
seis partes. Para comenzar tenemos el marco...
profundización del concepto de polisemia lingüística, término clave para este trabajo. La segunda sección del marco teórico nos deja claro el contexto geográfi co en el que se sitúa el estudio y la importancia del territorio para defi nir sus lineamientos. La...
profundización del concepto de polisemia lingüística, término clave para este trabajo. La segunda sección del marco teórico nos deja claro el contexto geográfi co en el que se sitúa el estudio y la importancia del territorio para defi nir sus lineamientos. La...
Descripción de las prácticas comunicativas del aula en el aprendizaje de la Lengua de Señas Chilena como segunda lengua
(Universidad de Chile, 2019)
Universidad de Chile
Facultad de Filosofía y Humanidades
Departamento de Lingüística
Descripción de las prácticas comunicativas del aula
en el aprendizaje de la Lengua de Señas Chilena
como segunda lengua...
Informe final de Seminario para obtener el grado de Licenciada en Lengua y Literatura hispánicas mención Lingüística Trinidad Rojas López Profesor guía: Felipe Hasler Santiago-Chile 2019 2 Dedicatoria A Ricardo y Rossanna, que todo es...
Informe final de Seminario para obtener el grado de Licenciada en Lengua y Literatura hispánicas mención Lingüística Trinidad Rojas López Profesor guía: Felipe Hasler Santiago-Chile 2019 2 Dedicatoria A Ricardo y Rossanna, que todo es...
Illocutionary force indicating devices in supra-segmental features in indirect relations between locution and illocution: a study of semi-scripted interviews
(Universidad de Chile, 2017)
ILLOCUTIONARY FORCE INDICATING DEVICES 1
UNIVERSIDAD DE CHILE
FACULTAD DE FILOSOFÍA Y HUMANIDADES
DEPARTAMENTO DE LINGÜÍSTICA
Illocutionary Force Indicating Devices in Supra...
no es fácil, pero tampoco imposible, y que todo se puede lograr con el apoyo de la familia. A mis hermanos, quienes se encargaron de molestarme cuando intentaba hablar de lingüística en la casa, pero que me apoyaron cuando me veían estudiar hasta las...
no es fácil, pero tampoco imposible, y que todo se puede lograr con el apoyo de la familia. A mis hermanos, quienes se encargaron de molestarme cuando intentaba hablar de lingüística en la casa, pero que me apoyaron cuando me veían estudiar hasta las...
Representaciones sociales en torno a las variedades lingüísticas "cuica" y "flaite" del español de Santiago de Chile
(Universidad de Chile, 2016)
Universidad de Chile
Facultad de Filosofía y Humanidades
Departamento de Lingüística
Representaciones sociales en torno a las variedades lingüísticas
“cuica” y “flaite” del español...
de Santiago de Chile Informe final para optar al grado de Licenciado de Lengua y Literatura Hispánica, con Mención en Lingüística. Gabriela Coronata Tapia Profesor Guía: Cristián Lagos Santiago de Chile, año 2016 1 DEDICATORIA...
de Santiago de Chile Informe final para optar al grado de Licenciado de Lengua y Literatura Hispánica, con Mención en Lingüística. Gabriela Coronata Tapia Profesor Guía: Cristián Lagos Santiago de Chile, año 2016 1 DEDICATORIA...
Representación gramatical y semántica de la experiencia en el discurso narrativo en niños de 6 años con desarrollo típico del lenguaje y trastorno específico del lenguaje
(Universidad de Chile, 2014)
la etapa escolar en colegios con proyecto de integración. Es en esta etapa donde se comienza
el aprendizaje de la lectoescritura y de contenidos curriculares escolares, en los cuales son
necesarias habilidades lingüísticas que pueden ser...
determinada tienen la capacidad de construir oraciones mediante la elección de diversas formas lingüísticas de acuerdo a la experiencia que quieren comunicar en un momento determinado. Es la función de lo que se quiere expresar lo que determina las...
determinada tienen la capacidad de construir oraciones mediante la elección de diversas formas lingüísticas de acuerdo a la experiencia que quieren comunicar en un momento determinado. Es la función de lo que se quiere expresar lo que determina las...
Análisis crítico cognitivo del discurso histórico sobre el pueblo mapuche en textos escolares de historia
(Universidad de Chile, 2016)
Universidad de Chile
Facultad de Filosof´ıa y Humanidades
Departamento de Lingu¨´ıstica
Ana´lisis cr´ıtico cognitivo del discurso
histo´rico sobre el pueblo mapuche en textos
escolares de Historia
Informe final de...
seminario para optar al grado de Licenciado en Lengua y Literatura Hispa´nica con mencio´n en Lingu¨´ıstica Felipe Ignacio Villegas Mart´ınez Profesores Patrocinantes: Guillermo Soto y Felipe Hasler Santiago-Chile 2016 I´ndice general Dedicatoria 6...
seminario para optar al grado de Licenciado en Lengua y Literatura Hispa´nica con mencio´n en Lingu¨´ıstica Felipe Ignacio Villegas Mart´ınez Profesores Patrocinantes: Guillermo Soto y Felipe Hasler Santiago-Chile 2016 I´ndice general Dedicatoria 6...
La recepción de Voces usadas en Chile (1900) de Aníbal Echeverría y Reyes entre sus contemporáneos
(2012)
importantes en eldesarrollo de la lingüística en Chile. Concluimos que la recepciónde la obra de Echeverría fue mayormente negativa porque loscomentaristas la interpretaron como una obra prescriptiva queadolecía de defectos fundamentales para cumplir con su...
Codificación de la estructura argumental en lenguas andinas del sur desde una perspectiva tipológica areal
(Universidad de Chile, 2021)
secundativo en estas construcciones. Se concluye en base a estos datos que Andes sur no conforma una sub-área lingüística, pues no comparten los valores su cientes respecto de la estructura argumental como para considerarla como tal, de hecho, las lenguas...
The main objective of this research is to compare the grammatical coding of the argument structure in the languages of the southern Andean area: Kunza, Allentiac, Millcayac and Mapudungun (Torero, 2002), with each other and with the languages that make up the comparative sample: Andean (central and northern), Patagonian, Chacoan and Amazonian. The results of the analysis showed that this domain in the southern Andean languages can be characterized as follows: they are languages that tend to su x the arguments S and A in the predicate; regarding P and R, they are pre xed in the Huarpean languages , su xed in Mapudungun, and in Kunza the rst argument is indexed while the second is not. Neither of these languages index the T argument in the predicate. Regarding the realization of these arguments in the dependents, the only languages that present a morphological case are the Huarpean languages (Millcayac and Allentiac). However, within what is compiled by (Valdivia, 1607b) there are also constructions in which the arguments P, R and textbfT do not have case marking, as in Mapudungun and Kunza, therefore, it follows that in some aspect of their grammar, the Huarpean languages were losing the case distinction in these arguments. In this sub-area, no presence of argument fusion is observed, because, although Mapudungun fuses in some aspect of its grammar, it is not the complete paradigm of arguments that it is fused, a case that can be observed in other languages, such as Aymara and Jaqaru. The double marking can only be observed in the Huarpean languages and in the Quechuan and Aymaran families. Regarding the alignment in indexed constructions, these languages present one of the accusative nominative type and in Mapudungun the same but with the presence of the empathy hierarchy. In agging the presence of neutral alignment is observed, except for the Huarpean languages, which present a split, since, together along the neutral alignment, they also present one of the nominative-accusative type. The transitive-ditransitive alignment in these languages is secundative in indexed constructions and neutral in agging, again, except for the Huarpean languages which present a split since they also present an indirective alignment in these constructions. It is concluded based on these data that the southern Andes does not constitute a linguistic sub-area, since they do not share su cient values regarding the argument structure to consider it as such, in fact, the Huarpean languages share more features with the central Andean languages and Mapudungun and Kunza with languages outside the area, speci cally belonging to the Amazonian region....
The main objective of this research is to compare the grammatical coding of the argument structure in the languages of the southern Andean area: Kunza, Allentiac, Millcayac and Mapudungun (Torero, 2002), with each other and with the languages that make up the comparative sample: Andean (central and northern), Patagonian, Chacoan and Amazonian. The results of the analysis showed that this domain in the southern Andean languages can be characterized as follows: they are languages that tend to su x the arguments S and A in the predicate; regarding P and R, they are pre xed in the Huarpean languages , su xed in Mapudungun, and in Kunza the rst argument is indexed while the second is not. Neither of these languages index the T argument in the predicate. Regarding the realization of these arguments in the dependents, the only languages that present a morphological case are the Huarpean languages (Millcayac and Allentiac). However, within what is compiled by (Valdivia, 1607b) there are also constructions in which the arguments P, R and textbfT do not have case marking, as in Mapudungun and Kunza, therefore, it follows that in some aspect of their grammar, the Huarpean languages were losing the case distinction in these arguments. In this sub-area, no presence of argument fusion is observed, because, although Mapudungun fuses in some aspect of its grammar, it is not the complete paradigm of arguments that it is fused, a case that can be observed in other languages, such as Aymara and Jaqaru. The double marking can only be observed in the Huarpean languages and in the Quechuan and Aymaran families. Regarding the alignment in indexed constructions, these languages present one of the accusative nominative type and in Mapudungun the same but with the presence of the empathy hierarchy. In agging the presence of neutral alignment is observed, except for the Huarpean languages, which present a split, since, together along the neutral alignment, they also present one of the nominative-accusative type. The transitive-ditransitive alignment in these languages is secundative in indexed constructions and neutral in agging, again, except for the Huarpean languages which present a split since they also present an indirective alignment in these constructions. It is concluded based on these data that the southern Andes does not constitute a linguistic sub-area, since they do not share su cient values regarding the argument structure to consider it as such, in fact, the Huarpean languages share more features with the central Andean languages and Mapudungun and Kunza with languages outside the area, speci cally belonging to the Amazonian region....