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dc.description129 Páginas.es_CO
dc.description.abstractLa escritura juega un papel crucial en el aprendizaje de idiomas. Estudios previos han descubierto la efectividad que diversos enfoques tienen para desarrollar habilidades de escritura con el fin de optimizar la competencia escritora de los estudiantes; sin embargo, se le ha dado poca importancia a la escritura de párrafos en estudiantes de primaria. El presente estudio de investigación-acción se valió de artefactos, diario de docente, diario de estudiantes y entrevista grupal para recolectar datos acerca de la manera en la que el enfoque de proceso y género ayudó a estudiantes de inglés como lengua extranjera en cuarto grado de primaria a escribir párrafos narrativos bien estructurados. Los datos fueron analizados a la luz de la teoría fundamentada revelando que la mayoría de los participantes logró escribir párrafos narrativos bien estructurados en los que desarrollaron solo una idea principal sin desviarse del tema. Estos participantes, además, lograron concientizarse sobre el rol de la audiencia (los lectores) y las características del género narrativo de escritura. Todo esto justifica la noción que el enfoque de proceso y género es un método efectivo para que los estudiantes de primaria alcancen el objetivo mencionado por lo cual podría ser adoptado por escuelas de primaria en sus cursos de escritura.es_CO
dc.publisherUniversidad de La Sabanaes_CO
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.subjectConducta lectora
dc.titleThe process-genre approach in paragraph writing of fourth-grade EFL learneres_CO
dc.publisher.programMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomoes_CO
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjerases_CO
dc.type.spaTesis de maestría
dc.creator.degreeMagíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomoes_CO

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