Browsing by Author "Avila Guaraca, Rosa Isabel"

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Acercamiento pragmático al léxico utilizado en los mercados municipales de la ciudad de Cuenca mercado El Arenal y 10 de Agosto
(2013) Lojano Peñaloza, Diego Geovany; Pacho Morales, William Aníbal; Avila Guaraca, Rosa Isabel
The workhas focused ona pragmatic approachof the lexiconproduced byfood sellersin the markettown ofCuenca.Starting fromthe historical aspects ofthe markets,its spatial distributionand its infrastructure,thesutlerdefined, theirmeaningsmorerepresentativeasthe role thateconomic hubof their family andtheir contributionto cultural productionthrough language,their organizationsandbrandrepresentationspacewithin society. Itsupports atheoretical frameworkfrom grammar, pragmatics as a disciplinethrough thecombinatorialfactors:transmitter, receiver, communication channelandextra-linguisticelementsthat affectthe intent, context, referencepoint, the social context andthe contextsituational. Finallywe describe aglossary ofterms andphrases theyused inthe market forfood sellers.
Acercamiento psicolinguístico: comprensión lectora, producción textual de los estudiantes de los primeros años de la Universidad de Cuenca, durante el ciclo: octubre-enero 2002-2003
(2003) Avila Guaraca, Rosa Isabel; Vintimilla Carrasco, María Augusta
Activando los dos hemisferios en la enseñanza del español como lengua extranjera
(2005) Avila Guaraca, Rosa Isabel; Marquardt, Irmtraud
El análisis del discurso pedagógico en los textos de educación general básica, área de lengua y literatura tercero a séptimo año
(2011) Guzhñay Matute, Wilson Patricio; Sarmiento Bonilla, Nelly Rocío; Avila Guaraca, Rosa Isabel
Análisis lingüístico del género musical reggaetón
(2013) Palacios Barros, Nancy Cecilia; Avila Guaraca, Rosa Isabel
Thereggaetongenrehasinfluencedthe youth ofSpanish-speakingcountries, and evenin North America wherethis ratehasbeen censoredisgainedterritorythroughoutthese countries, this ratehas permeatedsoyouthidentifiedsocial,ethnicand cultural. The performershave createdsongs thatgo againstthe provisions ofa society, where the audiencefor which it wascreated, are mostlyteenagersin search of newexperiences, taking refuge in this rate,asan escapeto get involved,alcohol, drugs and sex. In the fieldof linguistics, reggaetonmusicaltextis studied fromtwo perspectives: First we takethemusical textas a unitofcommunicative interaction, understood as the systemof codes thatmake up the systemofspoken orwrittenlanguagemust havecoherence and cohesion.Secondtext ascommunicative intention, where we take themusical text, as text-discursive seen thisas a productof discursive practicesof a society,we can findfor example: political speeches, economic oreducational, or you can alsofindothertextsbelonging tostereotypicalwaysthatcommunity membersidentify, for example: letter, song, poster.
Análisis lingüístico-pragmático de la teoría de la valoración en fraseologías sobre las emociones: contexto de la pandemia (Covid-19), en el artículo de opinión de la prensa ecuatoriana
(Universidad de Cuenca, 2022-10-17) Quinde Quito, Steven Sebastián; Avila Guaraca, Rosa Isabel
The perspective of linguistic analysis from the pragmatics point of view studies the linguistic resources from the speaker position in order to identify its position in the enunciation. The phraseology present in the opinion of the article of the Ecuadorian press, as a manifestation of emotions, positive or negative, in the context of the COVID-19 pandemic, is analyzed from the Appraisal Theory as a way of evaluating the use of the language. The main objective of this research is to analyze how the source voice uses these resources to expand the degree of emotional subjectivity, positive or negative, during and after the confinement of the pandemic, or simply fulfills the communicative purpose of the media: objectivity and impartiality. The methodology applied in this study has a descriptive-qualitative approach based on documentary research and analysis. The results that could be extracted from this research show that it is the context that marks the degree of valuation that the issuer spreads to the interlocutors. This study is part of one of the career lines of Pedagogy of Language and Literature: the linguistic analysis of discourse.
Análisis lingüístico: creatividad léxica en la jerga de los peinados juveniles
(2017) León Vásquez, Gabriela Alejandra; Peñaranda Banegas, Valeria Elizabeth; Avila Guaraca, Rosa Isabel
In this work we can find a linguistic analysis of lexical creativity in the jargon of youth hairstyles in the city of the basin. For the development of the research subject, the qualitative and quantitative methods were used, which were essential for the collection of the information. The results indicate that those involved use different linguistic contents in the elaboration of terms referring to styles of hairstyles. The conclusions indicate that the lexicon used by this group of young people has a great semantic and creative load that is the result of the relationship that a hair style has with an object, animal or plant. In addition, it is evident the use of language that is maintained in time and even becomes part of the common lexicon.
Análisis pragmalingüístico de la reformulación en el microdiscurso ‘resumen’ del área científico-técnica de la revista Maskana de la Universidad de Cuenca
(Universidad de Cuenca, 2022-03-18) Salazar Llivisaca, Roberto Miguel; Tacuri Balbuca, Valeria Estefanía; Avila Guaraca, Rosa Isabel
The present research aims to study the micro-discourse abstract of the scientific article that, from the genre perspective, should be understood as an independent text (micro-text), whose purpose is to synthesize the superstructure of the scientific article (IMRyD) to persuade that the reader culminates with the total content of the article. This research focuses on the use of reformulation markers, the purpose of which is to demonstrate that the sender, the articulist, considers that he has not transmitted, satisfactorily, his communicative intention, that he is not sure of communicating the scientific phenomenon, so which reformulates it again. It should be added that the abstract, as it belongs to a scientific-technical genre, does not require the use of reformulations that contribute to its purpose, hence the importance of this study. For this reason, our objective is focused on analyzing not only the semantic relations, but also the functional relations established by the presence of the reformulator in the summary micro-discourse of the scientific article of the journal Maskana, from a pragmalinguistic approach.
Análisis pragmático del discurso inclusivo: un nuevo morfema de género
(Universidad de Cuenca, 2024-02-14) Ortiz Saquinaula, Ángel Oswaldo; Avila Guaraca, Rosa Isabel
Inclusive language is a proposal that is welcomed among the new generations, but rejected by academics and language users. The objective of present is to achieve the visibility of non-binary diversity, which must be reflected in the linguistic manifestations in a conscious and tolerant way towards third gender identities, thus contributing to the fight against sexism and discrimination towards sexual diversity. However, the prescriptivism of the Grammar of the Real Academia Española (GRAE, 2009), hasn’t yet considered the descriptivism of emerging social practices, explaining that language is arbitrary. This analysis is based on the perspective of pragmatics as a perspective of linguistic analysis, so the analysis is morphopragmatic and semantic from language in functional and daily use by non-binary people. This research shows that the presence of the non-binary gender still requires diffusion, reflection, respect for the visibility of diversity, reflected, above all, in the use of language, and acceptance of the proposals of the linguistic form of the morpheme «-e», which would identify them as such as their own grammatical gender and that the RAE makes this aspect visible, since something that is not reflected in the language does not exist.
Educación en valores: reforma curricular consensuada vs. textos culturales (canciones) en el décimo año de educación básica del colegio Manuela Garaicoa de Calderón
(1998) Feijóo S., María; Vásquez P., Gladys; Avila Guaraca, Rosa Isabel
El discurso argumentativo en la práctica pedagógica desde la Teoría Social Enunciativa (TSE): Propuesta Didáctica
(Universidad de Cuenca, 2024-10-21) Torres Tinizhañay, Edison Manuel; Avila Guaraca, Rosa Isabel
The purpose of the pedagogical relationship or communication is to initiate, modify, and develop knowledge in the learner, because it is the fundamental means for the production, reproduction and transformation of society and culture. In this relationship, we privilege the didactic tools (strategies, skills and attitudes), on the one hand, and the linguistic-discursive and cognitive mechanisms within the teaching-learning process of argumentative discourse, given that the Current Proposal of the Ministry of Education, only, is anchored in the formal structure of the argumentative text and is not interested in developing students' critical and reflective thinking. Our intention is to design a pedagogical proposal to strengthen the teaching-learning process of argumentative discourse for the levels of Basic General Education and Baccalaureate, from Enunciative Social Theory. The applied methodology: action research, whose approach is qualitative. It begins with a bibliographic review to present a descriptive, explanatory and interpretive framework for the design of the pedagogical proposal from Enunciative Social Theory. The theoretical basis includes evoking rhetoric in Aristotle (Padilla, 2020), among others. The problem of discursive genres by Bakhtin (1952), academic and professional genres by Parodi (2008), the proposal of enunciation by Martínez (2005), of course, within the framework of Bernstein's Pedagogical Practice (2000). The focus group corresponds to students from two Educational Institutions: “Liceo Cristiano” (Private Educational Unit) and “Ricardo Muñoz Chávez” (Public Educational Unit). The results show that this proposal is pertinent because it involves processes that stimulate the student's critical and reflective thinking. Furthermore, it allows the teacher to strengthen the teaching-learning of this type of discourse by providing strategies from reading, collaborative work and evaluation processes from textual constructions that cover real sociocultural problems. In conclusion, we try to offer the teaching-learning process of argumentative text-speech for effective communication.
Estrategias didácticas 2.0 y la construcción del texto expositivo-explicativo en el contexto de las inteligencias múltiples
(2018) Auquilla Castillo, Damián Patricio; Zaruma Pinguil, Paúl Ricardo; Avila Guaraca, Rosa Isabel
This project aims to guide teachers and students throughout the process of writing the expository-explanatory text, through the use of Web 2.0 tools, in the context of Multiple Intelligences. In the first place, the theoretical framework of this type of text was constructed; then, a repertoire of 49 Web 2.0 applications was structured, related to the Viso-spatial, Linguistic-Verbal, Inter and Intra personal intelligences. Afterwards, a survey was applied to the students of the Language, Literature and Audiovisual Language career to know the level of use of digital tools during the writing process. Finally, a lesson plan was designed, and was applied in the third cycle in personal way, and through a virtual platform. The results reveal that students use limited Web 2.0 tools in writing processes. With this project the classes became more dynamic, the different ways of learning were strengthened and the repertoire of tools in the writing exercise was extended. The project turns out to be a valuable didactic instrument that promotes academic writing in a virtual and assisted way, in front of the traditional learning schemes. This means that Web 2.0 tools are effective in the development of didactic strategies, such as: organizing, ranking and classifying information, developing a writing scheme, structuring the subtypes of the explanatory-explanatory text, using textual cohesion mechanisms, solve ortho-typographical problems and show models of presentation and evaluation.
Estrategias metodológicas para fomentar los hábitos de lecto-escritura en el octavo año del colegio nacional mixto Carlos Cueva Tamariz
(2004) Vélez S., Rubén; Alvarez P., Braulio; Quizhpe A., Francisco; Avila Guaraca, Rosa Isabel
Estrategias para desarrollar la comunicación oral en los octavos cursos de educación básica
(2004) Romero Naranjo, Jenny; Sánchez Gomezjurado, Francisca; Avila Guaraca, Rosa Isabel
El habla vulgar en los mercados de Cuenca
(1994) Avila Guaraca, Rosa Isabel; Ochoa M., Janeth; Villavicencio Verdugo, Jorge
La lectura comprensiva como estrategia para el aprendizaje significativo
(2013) Carabajo Alvear, Silvia Marisol; Paredes Benavides, Carmita Zoila; Avila Guaraca, Rosa Isabel
The main purpose of this work is to analyze the process of the comprehensive reading as a strategy for learning. We recognize that reading is the way that opens the doors of knowledge, creativity and above all the development of the thought of the human being. Due to the incorrect utilization of new technologies, learning traditionalists processes that privileged the memorization and repetition have created students that are not able to think, review and establish hypotheses by themselves. . But making READING consciousness as an intellectual tool and monitored from the first years of basic education, help students develop reading skills, but above all help to create meaningful learning that will serve to develop as socially useful.
Macroestructuras textuales para la lectura comprensiva en educación general básica
(2012) Carchichabla Cumbe, Claudio Patricio; Avila Guaraca, Rosa Isabel
Procesos cognitivo-lingüísticos de la cohesión en el discurso argumentativo desde la teoría de la relevancia: propuesta didáctica
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-26) Naula Morocho, Marco Jonathan; Avila Guaraca, Rosa Isabel
The deficiencies in production and comprehension of argumentative discourse in BGU students is a fact. This is evidenced by the National Institute for Educational Evaluation (INEVAL) which revealed a setback in argumentative performance with a decrease in the average from 699 in 2020 to 689 in 2024. The present research work aims to strengthen the processing of reading comprehension and textual production of argumentative discourse, from the discursive cohesion based on the Theory of Relevance. For this purpose, a didactic proposal applied to the second BGU of the Octavio Cordero Palacios Educational Unit has been designed and implemented. The intervention consists of four phases: diagnostic phase, design phase, application phase and evaluation phase. The methodology used has a qualitative approach and I combined the didactic proposal with the participatory action research method given its similarities and particularities. After the implementation of the didactic proposal, the intervention has been positive, since the students improved substantially in argumentative discursive processing. The most relevant finding is the conscious use of argumentative markers, enhanced by pedagogical activities based on constructivist approaches to foster pragmatic cohesion.
Los procesos cognitivos de la lectura comprensiva y creativa
(2012) Castro Merchán, Fernando Marcelo; Méndez Padilla, Hugo Vinicio; Avila Guaraca, Rosa Isabel
Propuesta para mejorar las deficiencias lectoras en el octavo año de básica en los colegios Benigno Malo y Pío XII
(1998) Cárdenas Andrade, Nelly Beatriz; Avila Guaraca, Rosa Isabel