Analysis of the use of discursive connectors in written argumentation in students of basic education

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Published: Nov 28, 2018
DOI: https://doi.org/10.22201/enesl.20078064e.2018.18.65583

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Blanca Araceli Rodríguez Hernández
Universidad Autónoma de San Luis Potosí
Cecilia Nohemí Martínez Serna
Universidad Autónoma de San Luis Potosí

Abstract

This article shows the result of an investigation that analyzes which discursive connectors are used by students of basic education to justify their points of view and debate the opposite position as well as how they do it. The objective was to know the initial stage of their language ability to guide the design of teaching activities by doing applied research with new didactic strategies. In the diagnostic phase, a fictitious case was designed from a controversial and close situation to the students in order to get their opinion. 114 texts were evaluated with a control table that allowed us to compare how connectors are used by the students. Results indicate that the connectors most widely used were porque (because), para que (so that), pero (but), and por eso (that is why). At the same time, it was identified that non-conventional uses are in function because of lack of grammatical knowledge and not knowing about the subject matter which would allow students to construct pragmatically correct links between the sentences.

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How to Cite
Rodríguez Hernández, B. A., & Martínez Serna, C. N. (2018). Analysis of the use of discursive connectors in written argumentation in students of basic education. Entreciencias: Diálogos En La Sociedad Del Conocimiento, 6(18). https://doi.org/10.22201/enesl.20078064e.2018.18.65583
Author Biographies

Blanca Araceli Rodríguez Hernández, Universidad Autónoma de San Luis Potosí

Doctora en Pedagogía por la Facultad de Filosofía y Letras de la Universidad Nacional Autónoma de México, Maestra en Ciencias en la Especialidad de Investigaciones Educativas por el Departamento de Investigaciones Educativas del CINVESTAV-IPN y Licenciada en Educación Primaria por la Benemérita Escuela Normal Veracruzana “Enrique C. Rébsamen”. Candidata a Investigador Nacional del Sistema Nacional de Investigadores; Profesora con Perfil PRODEP y miembro de la Red Temática de Investigación en Educación Rural. Actualmente es Profesora de Tiempo Completo de la Facultad de Psicología de la UASLP en donde colabora en la Licenciatura en Psicopedagogía con énfasis en lengua. Sus líneas de investigación son la didáctica de la lengua y los procesos de aprendizaje de la escritura en alumnos de escuelas rurales.

Cecilia Nohemí Martínez Serna, Universidad Autónoma de San Luis Potosí

Alumna de séptimo semestre en la Licenciatura de Psicopedagogía con énfasis en la lengua en la Facultad de Psicología de la Universidad Autónoma de San Luis Potosí. Participó en la fase diagnóstica del proyecto de investigación “Secuencias didácticas de lengua escrita basadas en el género textual: piloteo de una metodología didáctica”, el cual contó con financiamiento PRODEP (UASLP-PTC-613) y fue coordinado por la Dra. Blanca Araceli Rodríguez Hernández.

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