Mechanisms for coherence in the written production of communicative functions in Spanish as additional language of Haitian High School students

Authors

DOI:

https://doi.org/10.12795/PH.2022.v36.i01.09

Keywords:

relations of coherence, Spanish as an additional language, communicative functions, writing, school and immigrants

Abstract

This article presents a description of the use of coherence mechanisms in the written expression in Spanish as additional language, of four communicative functions, among Haitian schoolchildren of III and IV year of high school. This is an exploratory and descriptive study based on the qualitative analysis of samples of written language. This study is oriented from function to form, since its objective is to determine what resources students perform for coherence in high-frequency functions at school. The analysis consisted of segmenting the informants’ texts and identifying the nature of the coherence relationships established between them by cognitive primitives (Sanders and Spooren, 2009 and Sanders et al., 2018). The results in general show the strong predominance of additive relational coherence and a noticeable use of the conjunction to establish coherence relations.

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Author Biographies

Julio Silva-Coñocar, Silva Henriquez Catholic University

Julio Silva-Coñocar is a professor of Spanish and Communication at the PUCV, has a Master's Degree in Literature with a mention in General Linguistics from the PUC, and is currently a candidate for a Doctorate in Linguistics from the PUCV. In terms of academic teaching, he is an associate professor at the ILCL, PUCV, where he teaches the subjects of Phonetics and Phonology of Spanish and Introduction to Grammatical Studies. In addition, he is an adjunct academic at the Universidad Católica Silva Henríquez where he teaches General Linguistics 1 and 2. Also, he is currently participating in the Fondecyt projects 1190639 and 1190254.

Francisco Quilodrán Peredo, Pontifical Catholic University of Chile

Professor of Spanish as a foreign language at UC since 2014. Graduated in Linguistics applied to Translation (USACH, 2009). Spanish-Japanese-English translator mention (USACH, 2010). Diploma in Spanish/LE (PUC, 2012). Master in Education with mention in Learning Assessment (PUC, 2018). Diploma in University Teaching (PUC, 2020). Doctor (c) in Education, Pontifical Catholic University of Chile.

He has been a professor of Spanish as a second language since 2012. He has worked at the Catholic University since 2014 in private and group courses for all CEFR levels. He is a certified teacher by the Cervantes Institute (Spain), for taking the DELE international exams. He is co-author of the Punto C/ELE series of manuals published by UC editions.

He is an undergraduate professor of the subject "Introduction to the teaching of ELE for migrants" and a professor in the UC diploma course of the subject of "Methodological Approaches" at the Faculty of Letters of the PUC.

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Published

2022-12-12

How to Cite

Toledo Vega, G., Silva-Coñocar, J. ., & Quilodrán Peredo, F. (2022). Mechanisms for coherence in the written production of communicative functions in Spanish as additional language of Haitian High School students. Philologia Hispalensis, 36(1), 175–202. https://doi.org/10.12795/PH.2022.v36.i01.09

Issue

Vol. 36 No. 1 (2022): Linguistic studies

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Varia section

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Received 2022-04-01
Accepted 2022-06-26
Published 2022-12-12
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