SciELO - Scientific Electronic Library Online

vol.49 número90Funciones estratégicas de las redes de metáforas en torno a 'socialismo': Un análisis interaccional del discurso político de Hugo ChávezCommunication strategies used by different level L2 English learners in oral interaction índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados




Links relacionados

  • En proceso de indezaciónCitado por Google
  • No hay articulos similaresSimilares en SciELO
  • En proceso de indezaciónSimilares en Google


Revista signos

versión On-line ISSN 0718-0934


RICO MARTIN, Ana María  y  NIKLEVA, Dimitrinka. Analysis of written linguistic and discursive competence of first year students in Primary Education Teacher Degree. Rev. signos [online]. 2016, vol.49, n.90, pp.48-70. ISSN 0718-0934.

When students start university, they are supposed to have already acquired a linguistic and literacy background that will allow them to write texts using an academic discourse appropriate to their level. However, most research focuses on the lack of linguistic-discourse competence in university students. After exposing these previous studies, the contents and language skills included in the curriculum of future teachers and the characteristics of university academic discourse, this paper covers an analysis of some writing samples in the tests of Spanish of three groups of first year students in the Degree in Primary Education Teacher Program from the University of Granada (Spain) in order to detect and classify these deficiencies. Results of this empirical-analytical descriptive study show that women, as well as students from Europe, perform better in the subject being evaluated, but most of them have problems in their writing (i.e., phonological, morphological, syntactic, lexical-semantic, spelling and discourse errors), which are specific to previous educational stages, especially those of grammatical type, caused by their limited knowledge about textual and linguistic conventions. Conclusions focus on the need of interdisciplinary solutions from the institution itself. Some general proposals of written discursive practices integrated into the training of these future teachers are raised.

Palabras clave : Llinguistic competence; academic writing; linguistic-discursive weaknesses; university students; future teacher.

        · resumen en Español     · texto en Español     · Español ( pdf )


Creative Commons License Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons