Tipos textuales expositivos, correos electrónicos y enseñanza de géneros textuales en ELE
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Lucha Cuadros RM, Díaz Rodríguez L. Tipos textuales expositivos, correos electrónicos y enseñanza de géneros textuales en ELE. MarcoELE: revista de didáctica español lengua extranjera. 2017 Nov;25:1-29.
Abstract
En este artículo indagamos acerca de la dificultad un tanto difusa que suponen para los aprendices de ELE (Español Lengua Extranjera) los textos expositivos, hipotetizando, primero, que la causa de esa dificultad reside en la falta de sistematización de las características de cada tipo textual en general y de cada género en particular, así como de la presentación contrastada de los géneros textuales expositivos en relación con otros. En primer lugar, ¿cómo se identifica el tipo textual expositivo? ¿Cuál es la proporción de secuencias de este tipo necesarias para que el conjunto resultante sea todavía una macroestructura expositiva? Segundo, indagamos si esta carencia se da tanto en L1 como en L2. Por último, ponemos de manifiesto la falta de atención en la práctica docente acerca de las diferencias en la variación de los patrones entre la L1 y la L2 cuando de nivel textual se trata y las hay (intertextualidad intercultural). Asimismo, destacamos los problemas de adecuación más frecuentes detectados en alumnos con una alta competencia en la L2 (como son los B2) en la producción de secuencias expositivas y de dos géneros expositivos: los correos electrónicos de recomendación de un producto y un informe de producto (secuencia de una presentación oral con soporte visual de diapositivas o PowerPoint). Para ello, analizamos los textos que producen dos grupos de aprendices no nativos de niveles B2 del MCER (n=15) y un grupo de control nativo (n=20) en tareas que implican la producción de un género y de una secuencia expositivos distintos. A partir del corpus de aprendices reunido y de la comparación entre grupos no nativos y nativo se identifican las coincidencias y diferencias entre ellos (variación nativa y no nativa) y se extraen implicaciones didácticas.
The aim of this paper is to research why is it that expository texts, and in particular, certain expository genres such as certain professional emails and descriptive reports, are difficult for L2 Spanish learners. We hypothesize that it is the lack of systematic approach in the presentation of textual types in general and expository genres in particular the factors behind these attested difficulties. How can we identify a expository type? How many expository sequences have to be gathered in a text in order to constitute a proper expository text at the macro-structure? Is this procedure universal, and therefore the same in the first and the second language? In our research, we deal with the most frequent problems in proficient learners of L2 Spanish (B2 level according to the CEFR, 2001) found in their written production of the above-mentioned genres. We postulate that the reasons behind difficulties are partly due to the lack of attention paid to intercultural and patterning differences in text typologies, and partly due to the lack of an efficient didactical approach to address pragmatic problems. In order to empirically address these issues, we have gathered and analyzed the written production of two groups of B2 non-native learners of L2 Spanish (N=15) and a control group of Spanish native speakers (N=20). The written texts were part of a classroom task (P1) and (P2) by two different B2 groups and the natives. The tasks consisted in an email writing exercise (recommending a product to a client) and a task on reporting results from a graphic chart. Both tasks involved expository sequencing but in two different genres. Both tasks also involved hybridization of oral and written forms in a way, so that conventionalized rules need to be applied according to L2 (cultural) conventions.
The aim of this paper is to research why is it that expository texts, and in particular, certain expository genres such as certain professional emails and descriptive reports, are difficult for L2 Spanish learners. We hypothesize that it is the lack of systematic approach in the presentation of textual types in general and expository genres in particular the factors behind these attested difficulties. How can we identify a expository type? How many expository sequences have to be gathered in a text in order to constitute a proper expository text at the macro-structure? Is this procedure universal, and therefore the same in the first and the second language? In our research, we deal with the most frequent problems in proficient learners of L2 Spanish (B2 level according to the CEFR, 2001) found in their written production of the above-mentioned genres. We postulate that the reasons behind difficulties are partly due to the lack of attention paid to intercultural and patterning differences in text typologies, and partly due to the lack of an efficient didactical approach to address pragmatic problems. In order to empirically address these issues, we have gathered and analyzed the written production of two groups of B2 non-native learners of L2 Spanish (N=15) and a control group of Spanish native speakers (N=20). The written texts were part of a classroom task (P1) and (P2) by two different B2 groups and the natives. The tasks consisted in an email writing exercise (recommending a product to a client) and a task on reporting results from a graphic chart. Both tasks involved expository sequencing but in two different genres. Both tasks also involved hybridization of oral and written forms in a way, so that conventionalized rules need to be applied according to L2 (cultural) conventions.
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Expository texts and emails. Text-type and genre in Spanish second language learning
