Linguistic Indicators of Text Quality in Analytical Texts: Developmental Changes and Sensitivity to Pedagogical Work (Indicadores lingüísticos de la calidad textual en los textos analíticos: cambios evolutivos y sensibilidad al trabajo pedagógico)

Autor/inn/en	Aparici, Melina; Cuberos, Rocío; Salas, Naymé; Rosado, Elisa
Titel	Linguistic Indicators of Text Quality in Analytical Texts: Developmental Changes and Sensitivity to Pedagogical Work (Indicadores lingüísticos de la calidad textual en los textos analíticos: cambios evolutivos y sensibilidad al trabajo pedagógico)
Quelle	In: Journal for the Study of Education and Development, 44 (2021) 1, S.9-46 (38 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aparici, Melina) ORCID (Cuberos, Rocío) ORCID (Salas, Naymé) ORCID (Rosado, Elisa)
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0210-3702
DOI	10.1080/02103702.2020.1848093
Schlagwörter	Teaching Methods; Writing Instruction; Writing Skills; Grammar; Vocabulary Skills; Developmental Stages; Class Activities; Text Structure; Spanish Speaking; Elementary School Students; Secondary School Students; Undergraduate Students; Productivity; Academic Language; Syntax; Discourse Analysis; Writing Evaluation; Foreign Countries; Age Differences; Morphology (Languages); Computational Linguistics; Spain + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Writing skill; Schreibfertigkeit; Grammatik; Aktiver Wortschatz; Textstruktur; Sekundarschüler; Produktivität; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Diskursanalyse; Ausland; Age; Difference; Age difference; Altersunterschied; Morphology; Morphologie; Linguistics; Computerlinguistik; Spanien
Abstract	Mastering analytical writing involves the proficient use of varied later-acquired grammatical, lexical and discourse forms and functions. Developmental studies have identified specific linguistic features as diagnostic of increasing proficiency. This study examines how these features change throughout educational levels and before and after the implementation of a set of classroom activities aimed at homogenizing participants' pedagogical input while raising their awareness of analytical texts' main functions. Two hundred and twelve Spanish speakers from primary, secondary and university levels participate in the study, each producing two analytical texts. The corpus consists of 424 texts produced on the same topic. Results indicate that not all the features pertaining to the same domain show identical changes across educational levels or are identically sensitive to pedagogical work. Productivity measures increase with educational level and after pedagogical work, except for university students. Most lexical, syntactic and discourse-level measures improve with educational level, though their sensitivity to pedagogical work is not straightforward. Findings suggest the need to evaluate writing quality at a high level of granularity. [Translation from English by Mercè Rius.] (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01