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EL MICRORRELATO COMO RECURSO DIDÁCTICO EN EL DESARROLLO DE LA COMPETENCIA LITERARIA
Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies, Spanish.
2012 (Spanish)Independent thesis Advanced level (degree of Master (Two Years)), 80 credits / 120 HE creditsStudent thesisAlternative title
Short-short stories to promote the literary competence (English)
Abstract [en]

This is a professionalizing study that aims to analyse how “short-short stories” promote the development of literary competence in the learning of Spanish as a foreign language. The study was conducted with two different groups of undergraduate students from Stockholm University who are exposed to a sixty-minute session where this literary text guides the teaching process. A survey is applied at the end of the lesson and a focal interview is carried out after one week time in order to gather data to know how students experienced working with “short-short stories”.The results show that “short-short stories” encouraged the use of the four main skills and students benefited from an intense interpretative and analytical process. Literary contents such as authors, genres and styles were enhanced throughout the session which indicates that this type of literary text might support the teaching of literature in the classroom. Finally, students’ attitude towards the text was very positive and their interest was increased, so that we might assume that the use of “short-short stories” could be implemented with the same expectations and results as other literary texts.

Abstract [es]

Éste es un estudio profesionalizador que busca analizar cómo el microrrelato promueve el desarrollo de la competencia literaria en la enseñanza del español como lengua extranjera. El estudio fue llevado a cabo con dos grupos diferentes de estudiantes de pregrado de la Universidad de Estocolmo, quienes fueron expuestos a una sesión de sesenta minutos donde este género guío el proceso de enseñanza. Una encuesta es aplicada al finalizar la sesión de clase y una entrevista de grupos focales llevada a cabo una semana después de la sesión, permitió recolectar datos que permitieron conocer la percepción de los estudiantes al trabajar con microrrelatos.Los resultados muestran que el microrrelato promovió el uso de las cuatro habilidades y los estudiantes se beneficiaron de un intenso proceso analítico e interpretativo. Contenidos literarios, tales como autores, géneros y estilos fueron incentivados a través de la sesión, lo cual indica que éste tipo de género podría apoyar la educación literaria en el aula de clases. Finalmente, la actitud de los estudiantes hacia el texto fue muy positiva y su interés se vio incrementado, así que podríamos asumir que el uso del microrrelato podría ser implementado con los mismos resultados que otros textos literarios.

Place, publisher, year, edition, pages
2012. , 80 p.
Keyword [en]
LITERARY COMPETENCE, “SHORT-SHORT STORIES”, LITERATURE IN THE SPANISH CLASSROOM
Keyword [es]
COMPETENCIA LITERARIA, MICRORRELATO, LITERATURA EN EL AULA ELE
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Identifiers
URN: urn:nbn:se:su:diva-78484OAI: oai:DiVA.org:su-78484DiVA: diva2:540087
External cooperation
Erasmus Mundus
Presentation
2012-06-11, Institutionen för spanska, portugisiska och latinamerikastudier, Stpckholm University, Stockholm, 14:10 (Spanish)
Uppsok
Humanities, Theology
Supervisors
Examiners
Available from: 2012-07-31 Created: 2012-07-06 Last updated: 2012-07-31Bibliographically approved

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