Publication: Análisis de las creencias hacia el registro formal y la variedad estándar en la formación inicial de los maestros
Authors
Cicres i Bosch, Jordi ; Llach Carles, Sílvia
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Publisher
Murcia: Universidad de Murcia, Editum
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DOI
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info:eu-repo/semantics/article
Description
Abstract
En este artículo presentamos los datos de una encuesta sobre creencias
hacia el registro formal y la variedad estándar realizada a 136 estudiantes
universitario de los grados de Maestro. Los resultados muestran que las
creencias de los estudiantes son favorables al uso de la variedad estándar
de la lengua frente a las variedades dialectales en los ámbitos académicos
(tanto escolar como universitario). Asimismo, los encuestados se muestran
más favorables al registro formal y normativo en todos los contextos
educativos (aunque solo en la universidad) frente a registros coloquiales.
Adicionalmente, se ha comprobado la inexistencia de ninguna relación
estadística entre el grado de competencia lingüística de los estudiantes y
creencias más positivas respecto de la variedad estándar y el registro
formal de la lengua.
In this paper we present data from a survey on beliefs towards the formal register and the standard variety conducted to 136 university students of Primary Education Teacher degrees. The results show that students' beliefs support the use of the standard variety of a language instead of dialectal varieties in academic contexts (both at primary school and at university). In addition, respondents were more inclined to normative and formal registers only in college in opposition to colloquial language. Also, we have found a lack of any statistical relationship between the degree of the students’ linguistic proficiency and more positive beliefs regarding standard variety and formal register of the language.
In this paper we present data from a survey on beliefs towards the formal register and the standard variety conducted to 136 university students of Primary Education Teacher degrees. The results show that students' beliefs support the use of the standard variety of a language instead of dialectal varieties in academic contexts (both at primary school and at university). In addition, respondents were more inclined to normative and formal registers only in college in opposition to colloquial language. Also, we have found a lack of any statistical relationship between the degree of the students’ linguistic proficiency and more positive beliefs regarding standard variety and formal register of the language.
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