3.11 Tesis magíster

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(Des)habitar la casa de la mirada : diálogo, poesía y pintura en Octavio Paz y Alejandra Pizarnik
(2003) Leighton Cariaga, Marianne; Hozven, Roberto; Pontificia Universidad Católica de Chile. Facultad de Letras
Desarrollo de una plantilla léxica para el análisis del comportamiento polisémico del lexema jugar según el modelo del lexicón generativo.
(2014) Núñez, Fredy R.; Aguilar, César Antonio; Pontificia Universidad Católica de Chile. Facultad de Letras
La medición de la complejidad sintáctica y su relación con la edad, el grupo socioeconómico y el género discursivo en dos perspectivas de estudio.
(2014) Hugo Rojas, Evelyn Susana; Aravena Reyes, María Soledad; Pontificia Universidad Católica de Chile. Facultad de Letras
Recursos argumentativos y construcción de significados en los comentarios de blogs de opinión de ciberperiódicos chilenos.
(2014) Ibarra H., Daniela; Montecino Soto, Lésmer Antonio; Pontificia Universidad Católica de Chile. Facultad de Letras
AMPER-Chile : análisis acústico de interrogativas absolutas.
(2014) Pino Castillo, Josué David; Román Montes de Oca, Domingo; Pontificia Universidad Católica de Chile. Facultad de Letras
La representación discursiva de los actores sociales involucrados en las violaciones a los DDHH (1973-1990), en textos escolares de historia.
(2014) Tocornal Orostegui, Catalina; Oteíza Silva, Teresa; Pontificia Universidad Católica de Chile. Facultad de Letras
La relevancia de los elementos prosódicos en la adquisición del idioma francés como lengua extranjera : estudio de la duración.
(2014) Marambio Nuñez, Claudia; Román Montes de Oca, Domingo; Pontificia Universidad Católica de Chile. Facultad de Letras
El despliegue léxico de estudiantes chilenos en distintos géneros discursivos
(2015) Quiroga Moya, Riva Paz; Aravena Reyes, María Soledad; Pontificia Universidad Católica de Chile. Facultad de Letras
La expresión del distanciamiento en textos escritos por jóvenes chilenos en realidad con la edad y el género discursivo
(2015) Flores Ferrés, Magdalena María; Aravena Reyes, María Soledad; Pontificia Universidad Católica de Chile. Facultad de Letras
Actividades de escritura en un texto escolar de lenguaje y comunicación : un análisis lingüístico de cómo se orienta la producción escrita de relatos en cuarto año básico
(2015) Andrade Benavides, Lorena; Quiroz, Beatriz; Pontificia Universidad Católica de Chile. Facultad de Letras
EFL motivation in primary school students : American films to enhance motivation for EFL learning at school.
(2015) Tasso Moreno, José Antonio; Lobos Vásquez, Leyla; Pontificia Universidad Católica de Chile. Facultad de Letras
The following research accounted on how authentic resources, specifically films, motivate more than traditional resources for FL learning. Thus, the origin of the investigation is the point of departure of every learning process: motivation. The context of this study is primary school education, particularly chosen because as they start their education in the language, the objective is that they do not think of English as a school subject rather of how it should be taken, as a language. For the same reason, one of the objectives was exposing students to the FL communicatively so as to present it as it is in real life. The means by which English was presented to students attempted to change the traditional resource of the textbook to films which they were interested in. In this regard, the language would be learned because it was more appealing and even considered as fun rather than an obligation because it was school. Even though the fact of them to be entertained was at all the end, the fact that they took it as that helped the investigation in the sense that there were more possibilities that they learned the language incidentally rather than intentionally which is the regular and imposed manner of learning at school. In the end, the main objective of the investigation was to prove that when learners are motivated learning comes without, or at least with fewer, complications since they are interested in what they are being exposed to. In this sense, the methodology would be in the first place simulating what occurs in reality with the manner language is conveyed, that is, by communicating we learn language. Though the school setting cannot be compared to real life instances at least it can be simulated, and what better than doing it with encouraging resources as films.The following research accounted on how authentic resources, specifically films, motivate more than traditional resources for FL learning. Thus, the origin of the investigation is the point of departure of every learning process: motivation. The context of this study is primary school education, particularly chosen because as they start their education in the language, the objective is that they do not think of English as a school subject rather of how it should be taken, as a language. For the same reason, one of the objectives was exposing students to the FL communicatively so as to present it as it is in real life. The means by which English was presented to students attempted to change the traditional resource of the textbook to films which they were interested in. In this regard, the language would be learned because it was more appealing and even considered as fun rather than an obligation because it was school. Even though the fact of them to be entertained was at all the end, the fact that they took it as that helped the investigation in the sense that there were more possibilities that they learned the language incidentally rather than intentionally which is the regular and imposed manner of learning at school. In the end, the main objective of the investigation was to prove that when learners are motivated learning comes without, or at least with fewer, complications since they are interested in what they are being exposed to. In this sense, the methodology would be in the first place simulating what occurs in reality with the manner language is conveyed, that is, by communicating we learn language. Though the school setting cannot be compared to real life instances at least it can be simulated, and what better than doing it with encouraging resources as films.
Descripción del uso de conjugaciones verbales, artículos, pronombres clíticos y preposiciones, en niños con trastorno específico del lenguaje de 1° año básico de establecimientos de la Región Metropolitana.
(2015) Chaf Gallardo, Gabriela Viviana; Coloma T., Carmen J.; Pontificia Universidad Católica de Chile. Facultad de Letras
En el presente trabajo se describió el uso de la conjugación verbal, los artículos, los pronombres clíticos y las preposiciones en sujetos con TEL (Trastorno Específico del Lenguaje) de primer año de enseñanza básica, los cuales asistieron a colegios municipales y particulares subvencionados de la región Metropolitana durante el año 2013. El diseño del estudio es de tipo descriptivo, y utilizó una muestra de 30 sujetos con diagnóstico de TEL mixto ( ̅ de edad: 6 años 8 meses) y 30 sujetos con DTL (Desarrollo Típico del Lenguaje) ( ̅ de edad: 6 años 9 meses). Todos los sujetos debieron realizar la tarea de recontar tres naciones a partir de las cuales se obtuvieron muestras de lenguaje. Posterior a esto, cada una de las muestras fue analizada con el fin de conocer cuáles fueron los tipos de unidades morfológicas más problemáticas, qué tipos de errores fueron los más persistentes, así como cuáles fueron las unidades más conflictivas en orden decreciente. Los resultados obtenidos indican que hubo diferencias estadísticamente significativas en el uso de pronombres clíticos, preposiciones y conjugaciones verbales. Sin embargo, en los artículos no fue encontrada esta diferencia. El tipo de error que prevalece en los sujetos con TEL es el de omisión, a diferencia del grupo con DTL el cual tiende a presentar errores de sustitución. Por último, quedó demostrado con diferencias estadísticamente significativas que los pronombres clíticos fueron la unidad morfológica más conflictiva para ambos grupos, seguidos de las preposiciones y las conjugaciones verbales. En los artículos, esta diferencia no fue encontrada. Esta investigación refuerza la importancia de efectuar estudios posteriores que aporten al conocimiento ya alcanzado, para de esta forma ampliar las directrices diagnósticas y terapéuticas del TEL. Pero también, para que ciencias como la lingüística puedan realizar descripciones acabadas en torno al comportamiento de estas unidades en sujetos que presentan alteraciones del lenguaje.
Descripción de la fluidez del habla a través de la caracterización de disfluencias y velocidad del habla en niños entre 4.0-5.06, entre 5.07-6.11 años y entre 11.0-15.0 años de Santiago de Chile.
(2015) Rojas Contreras, Daniela; Román Montes de Oca, Domingo; Pontificia Universidad Católica de Chile. Facultad de Letras
Representaciones discursivas de la pobreza: un análisis crítico de comentarios de blog en un ciberperiódico chileno desde la lingüística sistémico funcional
(2016) Arévalo Sáez, Lilian; Montecino Soto, Lésmer Antonio; Pontificia Universidad Católica de Chile. Facultad de Letras
Cortesía atenuadora en informes de arbitraje: una mirada sociodiscursiva al proceso de evaluación por pares.
(2016) Suid Gatica, Nicole; González Vergara, Carlos Eduardo; Pontificia Universidad Católica de Chile. Facultad de Letras
Trabajo y delito : construcción y valoración del microtráfico en mujeres en situación de cárcel
(2016) Castro Acuña, Claudia; Oteíza Silva, Teresa; Pontificia Universidad Católica de Chile. Facultad de Letras
Discurso clínico-normalizador en las narraciones de madres de personas con espectro autista
(2016) Godoy Echiburú, Gerardo; Oteíza Silva, Teresa; Pontificia Universidad Católica de Chile. Facultad de Letras
Evaluating the progression of a group of EFL international baccalaureate students after a genre-based application : a systemic functional analysis.
(2019) Acevedo Ampuero, Paola Cecilia; Arancibia Aguilera, María Cristina; Pontificia Universidad Católica de Chile. Facultad de Letras
This research aimed to assess the progression of a group of high-school EFL International Baccalaureate, henceforth IB, Spanish speaking students, towards the attainment of higher levels of proficiency regarding the control of generic patterns and lexicogrammatical choices in writing expository texts. This study analyzed the expository genre realized in two text types: an argumentative essay and a discussion. Each version was taught through a previously planned cycle which was designed following the stages proposed by a genre pedagogy, particularly the teaching-learning cycle (TLC) based on Rothery's work in 1994. After the application of each cycle, the products of the participants were analyzed through a Systemic Functional perspective which considered students' written discourse, realized in ideational, interpersonal and textual resources. The three metafunctions were studied and analyzed in terms of complexity and accuracy. After the analysis, the results were reported following a qualitative methodology which is sustained by a semiotic paradigm. This study considered not only the participant's products as its main source of data collection but also included a focus group carried out to understand beyond quantitative data and include participants actively and collaboratively within the study. This instrument gathered evidence of students' perception about their learning process, the method applied during the cycles, and how this could contribute to a gradual gain of confidence and control when writing in English in academic contexts. The results of the analysis evidenced gradual improvement in the attainment of patterns present in expository texts; the metafunctions realized in field, tenor, and written mode, were displayed in more precise and complex lexico-grammatical choices; complex ideational and interpersonal resources were perceived to act simultaneously and systematically not distinctly or independently in texts. The main findings in regards to students' perception, revealed that most participants acknowledged the exposure of visible textual resources as of explicit teaching that helped them improve and understand writing and its social purpose through a visible model. Most participants recognized the contribution to their improvement and an eventual gain of confidence when attempting to write academic genres for the International Baccalaureate demands.
Exploring the effects of a genre-based pedagogy approach intervention in TOEIC candidates : a study on reading comprehension.
(2019) Vergara Cartagena, Macarena Paz; Gajardo Moller, Consuelo; Pontificia Universidad Católica de Chile. Facultad de Letras
This paper reports on a small-scale action-research intervention that explored the effects of genre-based pedagogy approach in TOEIC candidates. Six participants attended a total of four sessions where a genre-based TOEIC Reading Comprehension Training Course took place. Effects were assessed analysing reading comprehension performance in pre and post-test results. Additionally, students’ opinions provided the qualitative aspect of this study and data were analysed accordingly. Results showed the application of genre-based approach is an effective method to improve reading comprehension in TOEIC candidates. In addition, survey results reported participants’ positive perceptions towards the methodology applied during the intervention, and the impact this project had in their Reading Comprehension performance.
Luciérnagas del pasado, o la emergencia de la memoria liceana en Liceo de niñas, de Nona Fernández
(2019) Acuña, Nathaly; Opazo, Cristián; Pontificia Universidad Católica de Chile. Facultad de Letras
En el siguiente ensayo plantea que en la dramaturgia de Nona Fernández, principalmente en Liceo de niñas (2016), resurge una singular memoria de la dictadura, una memoria propia de un espacio político por excelencia : el liceo. A esta memoria la hemos nominado memoria liceana, y la entenderemos, siguiendo a los planteamientos de Sol Serrano (2018), un proyecto nacional (democrático) que en la actualidad yace en las catacumbas espejeantes del fracaso histórico sobre las promesas incumplidas. Nona Fernández recurre a la figura del liceano y a los espectros que plasman una época indecible, configurándose una trinchera escritural desde donde ha de tomar posición. Así la escritura de Fernández se transformará en luciérnagas del pasado, metáfora que utilizaré para referir los restos memoriales que resisten ante el tiempo y el olvido. Al igual que las luciérnagas, la memoria no oficial vive en la ciénaga, en las áreas pantanosas, poco superficiales, pero que permiten su resistencia. El archivo, el testimonio y la performance entrarán en este juego poético hacia la transferencia de la memoria, su disputa y visibilización política.

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