Abstract
La escritura es una tarea compleja y multifacética que presenta muchos desafíos, especialmente cuando se escribe en un idioma extranjero. Estudios recientes han demostrado que tanto escritores como lectores se benefician del conocimiento explícito de los géneros textuales y de su organización, ya que el sentido de unidad de un texto está en gran parte relacionado con su estructura general. El conocimiento de la estructura del texto revela las convenciones que controlan el flujo de información y determinan los tipos de señales disponibles para los lectores. En este artículo usamos la teoría de la metáfora conceptual para proporcionar una nueva forma de explorar la escritura en el contexto académico y analizar el marco conceptual que escritores y lectores emplean para organizar la información. En este sentido, ilustramos cómo la metáfora los TEXTOS SON VIAJES puede usarse para dilucidar la organización macroestructural subyacente en textos expositivos escritos por aprendices de inglés.
Highlights
Recent years have seen a growing consensus among writing specialists that L2 learners profit greatly when they possess a clear understanding of text structure
This seems logical, if we take into account that text comprehension involves the construction of a coherent cognitive representation of the text content rather than of its surface form (Murray 1997; Sanders and Noordman 2000; Van den Broek 1999; Virtue, van den Broek and Linderholm 2006; Zwaan and Singer 2003) and that text structure actively contributes to enhancing coherence (Kibble and Power 2004; Sanders and Noordman 2000)
Previous research has shown that our everyday figurative language for writing includes metaphors such as writing is finding a voice, writing is to get ideas across (Conduit metaphor), writing is music or writing is transcribing, to mention but a few (Elbow 2006; Eubanks 2011; Tobin 1989; Tomlinson 2005). When it comes to text organization, given that information sequencing correlates with time and time is metaphorically conceptualized as motion in space, the writing is journeying metaphor can be useful to articulate our understanding of text structure
Summary
Recent years have seen a growing consensus among writing specialists that L2 learners profit greatly when they possess a clear understanding of text structure (see, e.g., Matsuda, Canagarajah, Harklau, Hyland and Warschauer 2003; Hyland 2007). Awareness of text structure informs students about the sense of unity that is sought in a text, connected to its local organization, and to its overall structure This positive impact on their written production seems to be motivated by the fact that knowledge of text structure influences learners’ perception of what to do during the three main stages of writing activity: planning, translating (i.e., formulation) and reviewing (Flower and Hayes 1981). It has been shown that recognizing text organization is one of the most difficult reading skills for learners (Floris and Divina 2009)
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