Browsing by Author "Ow, Maili"

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    Complejidad sintáctica : ¿modalidad comunicativa o tipo textual?: estudio de casos de producciones textuales de estudiantes de 5° básico
    (2012) Meneses Arévalo, Alejandra Cecilia; Ow, Maili; Benítez, Ricardo
    Si bien la complejidad sintáctica ha sido preferentemente estudiada en producciones escritas, menos investigaciones se han desarrollado para explorar relaciones sintácticas en diferentes tipos de textos y las fases constitutivas de estos. este trabajo presenta un estudio de casos cuya finalidad es indagar acerca de la complejidad sintáctica en discursos monogestionados vinculándola con modalidad de comunicación y con secuencia textual. La muestra consistió en las producciones textuales narrativas y explicativas orales y escritas de cuatro estudiantes de quinto año básico a partir de la observación de dos estímulos audiovisuales. Los discursos elicitados fueron segmentados y codificados según tipos de paquetes clausulares y de cláusulas. Los resultados sugieren que los textos narrativos orales presentan una mayor extensión y diversidad léxica que los textos explicativos escritos. Asimismo, se encontró que los textos narrativos presentan una complejidad sintáctica interclausular; en cambio, los textos explicativos una complejidad intraclausular, como estrategia para condensar y empaquetar información al interior de la cláusula. Respecto de las relaciones interclausulares, los estudiantes utilizaron mayormente la parataxis simétrica para la construcción de la narración; en cambio, prefirieron la hipotaxis para la producción de la explicación. implicancias educativas sobre la producción textual se desprenden de este estudio.
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    Relearning the meaning and practice of student teaching supervision through collaborative self-study
    (2002) Montecinos, Carmen; Cnudde, Verlee; Ow, Maili; Solís, María Cristina; Riveros Rojas, Marta
    This paper reports on the process and outcomes of a collaborative self-study conducted by five teacher educators and a critical friend, interested in improving their supervision of student teachers. The current context for preservice teacher preparation in Chile and our work as supervisors is outlined and the study process is described. Before discussing the outcomes of this process, we reflect on some of the problems we encountered as first-time writers of a self-study report. The outcomes of this inquiry are presented as guidelines for social/pedagogical interactions that can more effectively scaffold reflectivity among supervisees. The paper ends with a projection of our future work in the self-study process of professional development and research. (C) 2002 Elsevier Science Ltd. All rights reserved.
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    Syntactic complexity: Modality or text type? A case study of 5th graders' textual production
    (PONTIFICIA UNIV CATOLICA CHILE, FAC LETRAS, 2012) Meneses, Alejandra; Ow, Maili; Benitez, Ricardo
    Syntactic complexity has preferably been studied in written texts, thus relegating exploration of syntactic relations in different types of texts and their constitutive phases to second place. The case study herein presents inquires into the syntactic complexity in self-initiated discourses and its connection to communicative mode and text sequence. Samples were gathered from the oral and written narrations and explanations produced by four fifth-graders who where presented with two audiovisual stimuli. This elicited discourse was segmented and codified according to clause packaging and clauses. Findings suggest that oral narrative texts are longer and have a greater lexical diversity than written explanatory texts. It was also found that narrative texts present interclausal syntactic complexity unlike explanatory texts, which contain intraclausal relations as a strategy for condensing and packaging information within the clause. The most widely used interclausal relations were both symmetrical parataxis with which the participants constructed their narrations and hypotaxis as a means to construct explanations. Pedagogical implications for text production are derived from this analysis.