Academic language and the quality of written arguments and explanations of Chilean 8th graders
Author
dc.contributor.author
Figueroa, Javiera
Author
dc.contributor.author
Meneses, Alejandra
Author
dc.contributor.author
Chandia, Eugenio
Admission date
dc.date.accessioned
2018-07-24T23:19:21Z
Available date
dc.date.available
2018-07-24T23:19:21Z
Publication date
dc.date.issued
2018
Cita de ítem
dc.identifier.citation
Reading and Writing Volumen: 31 Número: 3 Páginas: 703-723
es_ES
Identifier
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10.1007/s11145-017-9806-5
Identifier
dc.identifier.uri
https://repositorio.uchile.cl/handle/2250/150245
Abstract
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Writing is a task that entails high cognitive and linguistic efforts, especially when producing academic texts. Academic language might be one of the factors influencing the quality of written texts, given that prior research has shown its impact on reading comprehension. The purpose of this study is to examine the contribution of Spanish Core Academic Language Skills (S-CALS) and academic vocabulary to the quality of written argumentation and explanation. For this study, 126 Chilean 8th grade students produced an argumentative text and an explanatory text about the same topic. In addition, their academic vocabulary was assessed with the S-AVoc-T test and their CALS with the S-CALS-I test. Results show that both CALS and academic vocabulary are significantly and positively correlated with both writing tasks. Even though these instruments make different contributions to the predictive models in each discursive genre, a Principal Component Analysis revealed that the model that best explains writing quality are those which combine both language variables, namely Spanish Core Academic Language and Vocabulary Skills (S-CALVS). In argumentation, the S-CALVS model explains 29% of the variance, after controlling by gender. In contrast, in explanation, S-CALVS explains 35% of the variance. It is concluded that it is relevant to develop situated writing in each discursive genre and, upon that basis, to work with both CALS and academic vocabulary, because they have a specific impact on academic texts writing.
es_ES
Patrocinador
dc.description.sponsorship
FONDECYT REGULAR
1150238
CONICYT, Chile
CONICYT-PCHA/National Doctorate
21130191
Doctoral Program in Education, Pontificia Universidad Catolica de Chile