Abstract

BUSTAMANTE, Sonia  and  DUBS DE MOYA, Renie. De la oralidad a la escritura. SAPIENS [online]. 2005, vol.6, n.2, pp.79-96. ISSN 1317-5815.

This study is based on a mixed qualitative-quantitative approach. The qualitative aspect is supported by an etnographical study (Pérez Serrano, 2002) while the quantitative aspect is based on a group evolution longitudinal, non-experimental design (Hernández Sampieri et al, 2003). The individuals who participated in this research were Spanish Language course students at the Instituto Universitario Pedagógico Monseñor Rafael Arias Blanco of Caracas. A participative observation of the classrom’s on-going activities was carried out in close contact with the students. All significant data, that is all that was observed, was registered and later interpreted in order to introduce the strategies envisaged to improve the writing of an oral text starting from formal orality. To do this, a diary was used to log the students anxieties, expectations, limitations and progress. Furthermore, in order to assess textuality rules following the De Beaugrande and Dressler (1997) studies, a control list was derived from the students written assignments made at the beginning and end of each course to assess cohesion, coherence, causality, intentionality and informativity. The results show that the simulation of formal orality strategy significantly improves handwriting abilities in student with writing difficulties.

Keywords : Orality; Writing; Handwriting; Language teaching.