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  1. Nerea Bazterrica Loyarte
  2. Idurre Alonso Amezua 1
  1. 1 Universidad de Mondragón/Mondragon Unibertsitatea
    info

    Universidad de Mondragón/Mondragon Unibertsitatea

    Mondragón, España

    ROR https://ror.org/00wvqgd19

Revista:
Uztaro: giza eta gizarte-zientzien aldizkaria

ISSN: 1130-5738

Año de publicación: 2019

Número: 109

Páginas: 49-73

Tipo: Artículo

DOI: 10.26876/UZTARO.109.2019.3 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Uztaro: giza eta gizarte-zientzien aldizkaria

Objetivos de desarrollo sostenible

Resumen

In order to guarantee balanced bilingual speakers, the present education system should also contemplate the student’s communicative capacity. To do this, teaching and learning methods should focus on the use of texts. This model demands a profound change in classroom methods that goes beyond the design of teaching materials. This poses at least two challenges for the teacher: on the one hand, to identify the discursive difficulties of the students, and on the other, to resolve the difficulties of how this might be taught.In this article, we analyze the results of putting in practice a didactic sequence focused on the argumentative text. For that purpose, we followed the methodology developed by the team of Language Didactics of the University of Geneva.In order to identify the instructive aspects of an argument, we have analyzed some argumentative texts of the 4th ESO students at the Lekaroz-Elizondo school. Firstly, we gathered the discursive and linguistic features inherent to the argumentative texts. Subsequently we identified the main obstacles to the pre-texts of the students, limited the teaching objectives and once their elaborations were carried out, traces of development emerged from the post-texts headings and introductions were identified.