English L2 connectives in academic bilingual discoursea longitudinal computerised analysis of a learner corpus

  1. Granados, Adrián 1
  2. Lorenzo, Francisco 2
  1. 1 Universidad Pablo de Olavide, España
  2. 2 Pablo de Olavide University, España
Revista:
Revista signos: estudios de lingüística

ISSN: 0035-0451 0718-0934

Año de publicación: 2021

Volumen: 54

Número: 106

Páginas: 626-644

Tipo: Artículo

DOI: 10.4067/S0718-09342021000200626 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista signos: estudios de lingüística

Objetivos de desarrollo sostenible

Resumen

Este artículo pretende describir la evolución longitudinal en el uso de conectores en inglés como segunda lengua (L2) por parte del alumnado del programa bilingüe (AICLE) de la educación secundaria de Andalucía (sur de España) a lo largo de tres cursos académicos. Se ha empleado la herramienta lingüística Coh-Metrix para procesar un corpus de aprendices producido por el alumnado como parte de la asignatura de historia bilingüe, que se imparte en inglés como L2. Se ha analizado la evolución global del uso de conectores, así como la evolución de cada una de las categorías de conectores analizadas por Coh-Metrix (causales, lógicos, adversativos/contrastivos, temporales, temporales extendidos y aditivos). Los resultados han sido interpretados para describir la fase de desarrollo de la competencia escrita en inglés como L2 del alumnado y analizar su nivel de literacidad histórica. A lo largo de los tres años de nuestro estudio, los sujetos han aumentado su uso global de conectores en un 15 ‰, lo que indica un aumento de su competencia escrita en inglés como L2. Además, se constata un particular aumento de los conectores causales y adversativos/contrastivos, y una disminución de los temporales extendidos, lo que apunta al desarrollo de su literacidad histórica y a la transición de textos narrativos a textos expositivos.

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