La selección de las tareas de escritura en los exámenes de lengua extranjera destinados al ámbito académico

• Arturo Mendoza Ramos ^[1]
  1. [1] Universidad Nacional Autónoma de México

     Universidad Nacional Autónoma de México

     México

     
• Localización: Revista Nebrija de Lingüística aplicada a la enseñanza de Lenguas, ISSN-e 1699-6569, Nº. 18, 2015
• Idioma: español
• Títulos paralelos:
  • The selection of writing tasks in second language tests for academic purposes
• Enlaces
  • Texto completo (html)
• Dialnet Métricas: 5 Citas
• Resumen
  • español

    El objetivo del presente artículo consiste en identificar la pertinencia de las tareas de escritura seleccionadas para un examen de español con fines académicos y también en identificar aquellas variables intrínsecas a la tarea seleccionada que favorecen o no la interacción que se da con el examinado. El estudio se desarrolló en dos fases: pilotaje y primera aplicación del examen. En total participaron 59 estudiantes no hispanohablantes de grado y de posgrado. Los resultados demuestran que las tareas discretas propuestas permiten que los estudiantes empleen las habilidades de escritura indispensables para comunicar el conocimiento escrito dentro del contexto universitario, mas no aquellas requeridas para construirlo. Asimismo, se evidencia que la correcta selección de gráficas y temas para argumentar incide positivamente en la forma en la que el sustentante interactúa con la tarea. Finalmente, cabe resaltar que el modo de transcripción influencia la percepción del evaluador sobre el contenido del texto.

  • English

    The aim of this paper is to identify the relevance of the tasks chosen for a Spanish language exam for academic purposes, and also to identify the task’s intrinsic variables that might enhance or not the interaction with the examinee. The study was conducted in two phases: pilot and first administration of the exam. 59 non Spanish speakers at the graduate and undergraduate level took part in the project. The results show that the discrete tasks proposed allow students to use the writing abilities that are important to communicate in the academic context, but not those abilities to build up knowledge. By the same token, the appropriate selection of graphs and argumentative topics promotes the student’s interaction and engagement with the task. Finally, it is important to highlight that the transcription mode influences the rater’s perception about the content of the script.

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