Los géneros del conocimiento en el texto escolar de lenguaje y comunicación: Un análisis semiautomático de su lecturabilidad

Daniel Rojas Villarroel, Romualdo Ibáñez Orellana, Fernando Moncada Nahuelquín, Andrea Santana Covarrubias

Resultado de la investigación: Contribución a una revistaArtículo de revisiónrevisión exhaustiva

1 Cita (Scopus)

Resumen

The objective of the present study was to characterize, according to readability indicators, two of the most frequent Knowledge Genres in the Textbook of Language and Communication of the Eighth Grade in Chile: Content Exposition and Note. Indicators belonging to word, sentence and discursive dimensions, were considered to semi automatically analyze a corpus consisting of 60 texts belonging to the selected Knowledge Genres. The results revealed that, in the word dimension, the texts presented mostly short words and few nominalizations; while, in the sentence dimension, a high presence of extensive constructions and subordinate structures were identified; on the other hand, in the discursive dimension, a high presence of markers and additive coherence relations were observed. It was concluded that the texts analyzed do not fully conform to the level of reading comprehension that, in principle, the students have.

Título traducido de la contribuciónKnowledge genres in the school textbook of language and communication: A semi automatic analysis of its readability
Idioma originalEspañol
Páginas (desde-hasta)41-47
Número de páginas7
PublicaciónRLA
Volumen58
N.º2
DOI
EstadoPublicada - 2021
Publicado de forma externa

Palabras clave

  • Coherence relations
  • Discourse markers
  • Knowledge genres
  • Readability
  • Textbook

Huella

Profundice en los temas de investigación de 'Los géneros del conocimiento en el texto escolar de lenguaje y comunicación: Un análisis semiautomático de su lecturabilidad'. En conjunto forman una huella única.

Citar esto