Browsing by Author "Gajardo Moller, Consuelo"

Now showing 1 - 13 of 13
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    A genre-based approach to teaching personal recount writing to 6th grade EFL students in Chile
    (2023) Ortega, Abigail; Gajardo Moller, Consuelo; Pontificia Universidad Católica de Chile. Facultad de Letras
    This mixed-methods study intended to implement a genre-based approach to writing, informed by SFL (Systemic Functional Linguistics), in a Chilean EFL (English as a Foreign Language) context. The primary aim of this research was to evaluate the effectiveness and student perceptions of a genre-based pedagogical intervention (GBP) designed to enhance the writing proficiency of sixth-grade EFL students in producing personal recount texts.The writing assignments of five students were analyzed, engaging in the production of a specific form of personal recount text: diary entries. The assessment of the effectiveness of the genre-based intervention involved the analysis of pre-test and post-test diary entries, with a focus on the social purpose and language choices inherent to the personal recount genre. Data was collected through quantitative analysis of diary entries, and qualitative analysis of the participants’ responses to an open-ended questionnaire.The findings of the pre-test and post-test compositions, supported by a statistical analysis, identified a substantial improvement in students' overall personal recount writing skills following the implementation of the genre-based approach, in aspects such as use of evaluative language and cohesively connecting a sequence of main events. Results also indicated that students' perspectives were mostly positively impacted by the GBP's application, with students indicating that each stage of the method was effective in helping them write their compositions. Overall, the results highlight students' predominantly positive perspectives on the application of the GBP, emphasizing the effectiveness of each stage of the method in facilitating their composition process in aspects such as genre comprehension and easiness in the writing process. Ultimately, this research contributes to the understanding of the potential of genre-based pedagogy in the Chilean EFL context and its impact on students' writing performance and perceptions.
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    La construcción discursiva de la identidad de madre/trabajadora en madres de tres niveles socioeconómicos de Santiago de Chile
    (2017) Gajardo Moller, Consuelo; Oteíza Silva, Teresa; Pontificia Universidad Católica de Chile. Facultad de Letras
    Este trabajo analiza la construcción ideológica en el discurso de la identidad de madre/trabajadora en un grupo de 12 madres chilenas pertenecientes a los grupos socioeconómicos bajo, medio y alto. Por medio de una propuesta de diseño analítico que relaciona el análisis lingüístico de los textos con los contextos sociales más amplios en los que se producen, este estudio compara la manera que estas madres construyen sus identidades según sus grupos socio-económicos de pertenencia. De esta forma, se analizan las voces que incluyen en sus discursos como también la manera en que se posicionan frente a las ideologías de la maternidad que circulan en sus grupos sociales. El enfoque teórico-metodológico que sustenta esta investigación incorpora el Modelo de la VALORACIÓN (MVA) (Martin 2000; Martin y White 2005; Martin y Rose,2007; Hood 2010; Macken-Horarick & Isaac 2014), basado en la Lingüística Sistémico Funcional y los planteamientos de los Estudios Críticos del Discurso (ECD) (Fairclough,2001, 2003, 2010; 2014; Wodak, 1999; Benke & Wodak, 2003; van Leeuwen, 2008), que al igual que el MVA, tienen una orientación socio-semiótica al lenguaje y se preocupan por analizar las estrategias discursivas que dan cuenta de distintos posicionamientos ideológicos. Ambos enfoques son complementarios, en tanto contribuyen a revelar las ideologías que se legitiman o se debaten en los discursos. Las principales diferencias en la construcción identitaria encontradas en las madres de los tres grupos socio-económicos que conforman la muestra, dicen relación con sus contextos familiares, sociales y económicos, los que redundan en significativos contrastes ideológicos. En el caso de las madres de clase baja, su construcción de identidad materna está mediada por el orgullo que adquieren en tanto a su rol como madres, en contextos marcados por la pobreza y la desesperanza. Las madres del grupo-socioeconómico medio, por otro lado, viven la maternidad como un ejercicio reflexivo y como una constante tensión ejercida en sus roles de mujer y de madre. Las madres del grupo socio-económico alto, finalmente, construyen su identidad repartida entre sus deseos de autonomía y sus deberes de madre. El análisis revela la complejidad de la construcción identitaria de estas mujeres y pone de relieve que no existe solo una manera de construirse como madre, sino que múltiples dependiendo de sus contextos sociales.
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    Exploring the effects of a genre-based pedagogy approach intervention in TOEIC candidates : a study on reading comprehension.
    (2019) Vergara Cartagena, Macarena Paz; Gajardo Moller, Consuelo; Pontificia Universidad Católica de Chile. Facultad de Letras
    This paper reports on a small-scale action-research intervention that explored the effects of genre-based pedagogy approach in TOEIC candidates. Six participants attended a total of four sessions where a genre-based TOEIC Reading Comprehension Training Course took place. Effects were assessed analysing reading comprehension performance in pre and post-test results. Additionally, students’ opinions provided the qualitative aspect of this study and data were analysed accordingly. Results showed the application of genre-based approach is an effective method to improve reading comprehension in TOEIC candidates. In addition, survey results reported participants’ positive perceptions towards the methodology applied during the intervention, and the impact this project had in their Reading Comprehension performance.
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    Función atenuante de las formas verbales que expresan duda en entrevistas semidirigidas del corpus PRESEEA de Chile
    (2023) Gajardo Moller, Consuelo; Guerrero, Silvana; Ibarra, Daniela; Gonzalez, Javier; Universidad de Antioquía
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    Generic variation of mitigating justifications in Chilean Spanish
    (2020) González Guerrero, Silvana; Gajardo Moller, Consuelo; Ibarra Herrera, Daniela Valentina; Riffo J.G.; O'Ryan A.R.
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    Lo que pasa es que la política se ha puesto farandulera: Justificaciones atenuantes de aserciones de opinión en el corpus preseea de Santiago de Chile
    (Universidad Catolica Silva Henriquez, 2020) Guerrero González, Silvana; Gajardo Moller, Consuelo; Gonzalez Riffo, Javier Andres; Reyes O'Ryan, Antonia
    This study examined the pragmatic and discursive behavior of the rhetorical strategies that allow for justifying assertive speech acts in the Proyecto para el Estudio Sociolingüístico del Español de España y de América de Santiago de Chile corpus. Three strategies used for justifying in Chilean Spanish have described: Justifications as such, explanations, and comparisons. This investigation revised the pragmatic and discursive function of the linguistic resources available for justifying each strategy and offers a systematization of said resources. Finally, it gives an account of how these strategies work with the functions of mitigation. In which case, this research concludes that the strategies under study function as a means for self-protection to safe the speaker's face and/or prevent potential threats to the hearer's face.
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    Morphological awareness and reading comprehension : exploring the effects of direct morphological awareness teaching in the reading comprehension section of TOEIC.
    (2019) Vega Labra, Katiuska; Gajardo Moller, Consuelo; Pontificia Universidad Católica de Chile. Facultad de Letras
    As far as reading comprehension is one of the main objectives pursued by any language course, this paper reports on an action-research project conducted with the participation of six subjects who were TOEIC candidates at the time. The purpose behind this AR is to explore the effects of explicit teaching on morphological awareness upon reading comprehension skills. The six participants attended to four training sessions and the effects were assessed through the application of a pre and a post-test. In addition, subjects’ opinions were collected through a survey to provide this research with a qualitative aspect. Results suggest that explicit teaching of morphological awareness is an effective method to improve reading comprehension in EFL and the opinions collected through the survey show that subjects perceived the usefulness of morphological awareness on their learning process.
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    Morphological awareness and reading comprehension : the impact of explicit derivational morphology awareness teaching on the reading comprehension of higher education EFL students
    (2020) Saavedra Layera, Rocío; Gajardo Moller, Consuelo; Pontificia Universidad Católica de Chile. Facultad de Letras
    The present study reports on an action-research project conducted with the participation of fifteen subjects who were taking the Reading for Business English course at Universidad Tecnológica de Chile Inacap. The aim behind this AR is to explore the impact of the explicit teaching of a derivational morphology intervention to improve reading comprehension on a group of A2 higher education students. The fifteen participants attended to four online training sessions and the effects were assessed through the application of a pre and a post-test. In addition, subjects’ opinions were collected through a survey to provide this research with a qualitative aspect. Results suggest that explicit teaching of derivational morphology awareness is an effective method to improve reading comprehension in EFL and the opinions collected through the survey show that subjects perceived the usefulness of morphological awareness on their learning process.
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    "No, pero si yo quisiera lo podría hacer": los recursos de concesividad con función atenuante en actos argumentativos en el corpus PRESEEA de Santiago de Chile"No, pero si yo quisiera lo podría hacer": Mitigating Concessive Resources in Argumentative Acts in the PRESEEA Corpus of Santiago, Chile
    (2022) Ibarra H., Daniela; Guerrero González, Silvana; Gajardo Moller, Consuelo; González Riffo, Javier Andrés
    This paper analyses concessive resources with a mitigating function which are found in argumentative acts in the PRESEEA corpus from Santiago, Chile. Based on data from 36 semi-structured interviews, the behaviour of concessive-oppositional moves and concessive discourse particles in argumentative acts is analyzed, and their sociolinguistic variation is described in relation to the speakers' gender, age and level of education. The key findings highlight that in Chilean Spanish there are at least 12 strategies that fulfill a mitigating concessive function, among which "sí, pero (yes, but) + negation", "aunque (even though)", "no, pero (no, but) + assertion" and "a pesar (de) que (despite the fact that)" stand out. These strategies are linked to the functions of self-protection and face prevention in the development of the argumentative act. Furthermore, it is also observed that the variation is mostly due to the subject's age.
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    Promoting critical awareness in EFL readings : a critical pedagogical proposal in 11th grade at a subsidized school
    (2021) Cuitiño Ojeda, Jocelyn Carola; Gajardo Moller, Consuelo; Pontificia Universidad Católica de Chile. Facultad de Letras
    Nowadays, teaching English does not only involve teaching the language per se, but it also involves preparing students to question the subtleties of the language in this globalized world. In the Chilean educational system, the opportunities to develop critical reading skills are scarce mainly due to the low amount of time allocated for the English subject and the lack of effective material to foster critical awareness. Thus, critical awareness in readings comes to be a challenge inside the classroom because it requires providing students with the tools to analyze and question the texts they encounter. In this context, this action research gives an account of the results obtained by implementing an online critical pedagogical proposal based on a critical approach to textbook readings. The objective was to promote critical cultural awareness in 12 eleventh-grade students from a subsidized school. The results were assessed by using an analytic rubric to evaluate the critical reading performance at the beginning and at the end of the intervention. Along the comparison of scores, data was also analyzed by the means of thematic analysis. Finally, a questionnaire with open-ended questions and a Likert scale were responded by the students. The results showed that students’ scores in the three main types of analysis –textual, discursive and social– improved by the end of the intervention. Also, students’ reported that they enjoyed and learned English throughout the implementation of the critical proposal. Further research on longer critical intervention is suggested.
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    The effect of a genre-based approach to the enhancing of writing skills in exposition texts in Eleventh-grade students
    (2023) Cruz Cariñe, Roxana Antonia; Gajardo Moller, Consuelo; Pontificia Universidad Católica de Chile. Facultad de Letras
    The Chilean Ministry of Education for many years has emphasized the importance of developing the four language skills of the English language, being the writing skill one of the most present in activities in textbooks at all different school levels. In higher levels, such as eleventh grade, students are asked to write more complex texts, for example exposition texts. This type of text implies students to manage the 21st century skills which comprise higher order thinking abilities among other abilities. However, there has been little development on socializing a successful writing teaching approach nor has been explicit explanation of the differences found in all the existent text types, that is to say, their social purpose, intended audience, structure, and characteristics. This situation has led students to write different types of texts following the same steps and using the same linguistic resources available for them without much understanding. The present study aims to demonstrate how important is to become aware of the relevance of the linguistic choices that students have when writing an analytical exposition text through a through a contextualized explicit language teaching based on a genre-based approach (GBA) informed by Systemic Functional Linguistics (SFL), which consists of different specific stages. This study was carried out in a nine-week time using a methodological framework designed following a mixed method approach consisting of quantitative and qualitatively data analysis focusing on the written compositions of 15 eleventh-grade students of a middle class subsidized school in Santiago de Chile. The results of this research concluded that students’ writing skill in producing an exposition text was enhanced. Based on the positive results of this study, it is recommended that GBA aligned with the Teaching Learning Cycle should be implemented, at least, in higher levels of secondary education in Chilean schools with the objective of boosting students’ genre knowledge in generating different types of texts, especially, academic texts.
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    Using a Bilingual R2L Adaptation to Develop Speaking Skills For Movie Reviews in an EFL Context
    (2024) Cornejo Quinteros, Leonardo; Gajardo Moller, Consuelo; Pontificia Universidad Católica de Chile. Facultad de Letras
    Action research project which examines the teaching of oral movie reviews in an eleventh-year class at a government-subsidised private school in Puente Alto, Chile. The primary research objective is to evaluate the impact of using a bilingual Reading to Learn (R2L) pedagogy to develop students’ speaking skills for the production of the movie review genre. Grounded in Systemic Functional Linguistics, this pedagogy informs the selection and analyses of model texts, as well as the language focus for teaching the review genre.The proposed R2L incorporates three iterative cycles of classroom activities designed to scaffold students’ progression from reading to orally producing the review genre through teacher guidance. Additionally, translanguaging strategies are integrated in the R2L to facilitate students’ understanding of the review genre and its language features, enabling them to produce oral texts on their own. These two theoretical frameworks – R2L and translanguaging – build the bilingual R2L pedagogy to support and enhance the students’ oral production in English of movie reviews.The findings from this pedagogical intervention reveal three key outcomes. First, the implementation of the proposed bilingual R2L significantly helped students to develop well-structured oral reviews. Second, the pedagogical strategies of the proposed bilingual R2L successfully provided students with appropriate language features to produce movie reviews orally. Third, the intervention improved students’ skills to employ evaluative language to engage and persuade their audience when reviewing movies in speech. For all these reasons, this action research demonstrates that a bilingual R2L adaptation positively impacts on students’ language development and their ability to produce oral movie reviews. By providing structured scaffolding and plenty opportunities for guided practice, this approach proves to be an effective method to improve students’ confidence and competence in the oral production of the review genre.