What do students think about linguistic content and how do teachers correct

Abstract

Grammar knowledge is a necessary baggage for learning writing. However, in the field of secondary education, there is great heterogeneity in terms of teaching of this formal knowledge and the ways in which students appropriate them. This article, on the one hand, is intended to investigate the social representations and attitudes that students have regarding grammar knowledge and school activities related to writing practices. The methodology consisted of the survey and analysis of the opinions obtained through the conduct of a survey of students of the Oriented Cycle of the secondary level of the city of Santa Rosa, La Pampa (Argentina). The selected educational institutions correspond to public and private management establishments. This is a qualitative investigation and the instrument used for data collection was a questionnaire, organized based on semi-directed questions and open response. The samples obtained show, among other issues, that students recognize that they need the “knowledge of the language” to produce texts but circumscribe that knowledge at the level of the regulations (spelling, punctuation). On the other hand, we analyze, in a sample of texts produced by students, the way in which teachers carry out interventions in that writing. Both surveys show the poor systematization in the school of the linguistic instruments necessary for autonomous writing.