La competencia discursiva en estudiantes de segundo grado potenciada a través de una estrategia didáctica basada en textos multimodales

Abstract

Oral expression skills determine the daily relations of the subject mediated by language in its interaction with others and with the context itself in which it operates, which inscribes towards oral discourse in the category of social practice. From there, the interest of this research arises whose central purpose was to enhance the discursive competition of a group of twenty-six second grade students of elementary school through a didactic strategy based on multimodal texts. The investigation had mixt approach integrated for two moments, first the quantitative moment that revolved around a quasi-experimental design, a sequential nature and pretest - posttest measurements, the data were examined from two components of statistics, the descriptive and the inferential one and the instrument used was an observation list. Second the qualitative moment was established for an Action-Participation research design and a case study, the information was interpreted through semiodiscursive analysis and the instrument utilized were an observation and description matrix for each type of multimodal text, an analytical design matrix and the pedagogical diary from based on the teacher's experiential account. As a general result of the analysis, it was determined that the multimodal perspective led to favorable transformations in the discursive competence of the participants, thanks to the articulation of various forms of expression, written, visual and iconographic, through which verbal exchanges were generated among the students, which activated discursive processes through its staging in the context of the classroom leading to multiple communication situations.