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• W3007307666 abstract "espanolEste articulo presenta un estudio que se centra en la identificacion de la creatividad en textos narrativos escritos en L1 y L2 por estudiantes de secundaria siguiendo un programa bilingue, inglesespanol. Los textos se analizan desde diferentes perspectivas: estructurales, utilizando la Teoria de Labov (1981) y la linguistica, utilizando la Gramatica Funcional Sistemica (Halliday, 1985-2014) y la Teoria de la Evaluacion (Martin y White, 2005). El objetivo de este estudio es, en primer lugar, identificar la creatividad en los textos analizados utilizando diversos instrumentos linguisticos disenados para encontrar diferentes grados de creatividad. En segundo lugar, determinar si la lengua extranjera podria ser una barrera para la capacidad creativa de los participantes. Con el fin de lograr estos objetivos, se han realizado analisis cuantitativos y cualitativos para determinar si existe una correlacion entre ambos analisis. Los resultados del analisis estadistico revelan que las opciones linguisticas de los estudiantes a nivel ideacional, textual e interpersonal y siguiendo el modelo narrativo de Labov contribuyen a la creatividad linguistica en las narrativas. La comparacion de textos escritos en las dos lenguas indica que las narrativas escritas en la lengua extranjera no revelan diferencias significativas en los recursos de los estudiantes para expresar creatividad en comparacion con las narraciones escritas en espanol, la lengua materna de los participantes. Este estudio concluye que los dos analisis, cuantitativos y cualitativos, se complementan mostrando una correlacion entre ellos, lo cual validaria evaluaciones cuantitativas rigurosas. EnglishThis paper presents a study which focuses on the identification of creativity in narrative texts written in L1 and L2 by secondary school students following a bilingual programme, English-Spanish. The texts are analysed from different perspectives: structural, using Labov’s Theory (1981) and linguistic, using Systemic Functional Grammar (Halliday, 1985-2014) and the Theory of Appraisal (Martin and White, 2005). The objective of this study is firstly, to identify creativity in the texts analysed using various linguistic instruments which are designed to find different degrees of creativity. Secondly, to ascertain if the foreign language could be a barrier for the participants’ creative capacity. In order to achieve these goals, quantitative and qualitative analyses have been conducted in order to determine whether there is a correlation between both analyses. The results of the statistical analysis reveal that students’ language choices at the ideational, textual and interpersonal level and following Labov’s narrative model contribute to linguistic creativity in the narratives. The comparison of texts written in the two languages indicate that the narratives written in EFL do not reveal significant differences in the students’ resources to express creativity in comparison to the narratives written in Spanish, the participants’ mother tongue. This study concludes that the two different analyses, quantitative and qualitative, complement each other showing a correlation between them, which would validate rigorous quantitative scoring evaluations." @default.
• W3007307666 created "2020-03-06" @default.
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• W3007307666 date "2017-01-01" @default.
• W3007307666 modified "2023-09-27" @default.
• W3007307666 title "The exploration of aspects of language creativity in students following a bilingual programme" @default.
• W3007307666 hasPublicationYear "2017" @default.
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