The impact of motivat ional didactic interventions on the writing process and its outputthe case of descriptive texts

  1. Kris Buyse 1
  1. 1 KU Leuven
    info

    KU Leuven

    Lovaina, Bélgica

    ROR https://ror.org/05f950310

Revista:
Revista Nebrija de Lingüística aplicada a la enseñanza de Lenguas

ISSN: 1699-6569

Año de publicación: 2018

Título del ejemplar: Emoción y lenguaje

Volumen: 12

Número: 25

Páginas: 13-33

Tipo: Artículo

DOI: 10.26378/RNLAEL1225295 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista Nebrija de Lingüística aplicada a la enseñanza de Lenguas

Objetivos de desarrollo sostenible

Resumen

In this article we describe the impact of motivational didactic interventions on the process and the output of writing descriptive texts in Spanish as a Foreign Language by Dutch speaking students of the 3 rd Bachelor year of the Applied Linguistics curriculum at the Flemish KU Leuven university. The texts were stored and analysed in the Aprescrilov learner corpus application. The didactic intervention was tested in a pretest – test – posttest setting, both with consecutive and with simultaneous groups: the results of the year 2006 - 2007 (without in tervention) were compared with the ones of 2007 - 2008 (with intervention), as well as the results of two groups in 2011 - 2012 (experimental versus control group). The results of quantitative and qualitative tests show an important impact on both process (mot ivation , enjoyment and perceived improvement ) and output (lexical richness and dynamic style) of the writing of the descriptive texts.

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Fuente de los datos: Dialnet