Disfunciones sintácticas encontradas en textos narrativos producidos por alumnos con baja visión e invidencia

Authors

Antonio Rodríguez FuentesSalto de línea Universidad de Granada.

Abstract

Syntactic Dysfunctions in Narrative Texts Produced by Students with Blindness and Visual DeficiencySalto de línea Salto de línea The article contains an analysis on the syntactic dysfunctions that have been found in texts produced by students with blindness and visual deficiency. It states the contrast of the most frequent dysfunctions in those groups and, on the other hand, takes as a reference those dysfunctions produced by students without any type of visual problem. This study is a descriptive research based on a case study methodology in which results show that poorly sighted students made bigger mistakes than blind students or students with visual problems. This fact is due to the modality of communication used with the different groups. Students with visual deficiency who use traditional ink to write show less ability and a lower habit in the revision of their written texts, in contrast to blind students, who use the Braille method and are, therefore, more familiar with the revision of their texts, showing thus a greater development and use of this specific ability. This explains the fact that the former tend to make frequent mistakes in concordance –on the contrary to blind pupils or that they commit many more mistakes as regards concordance dysfunctions in tenses, use unnecessary links as a direct result of their frequent mistakes in punctuation and change the order of elements in the production of sentences by means of subordination clauses. Consequently, some didactic proposals are provided for each of them as a result of their potential syntactic difficulties, such as the necessity of improving oral language in its syntactic dimension, practice the concordance between verbal tenses and elements,produce correct sentences and motivate these students to improve their reading and writing skills, since it contributes to improve their syntactic competence, as well as many common tasks which emphasize the development of the different stages involved in the revision of texts.

Keywords

Syntactic analysis of narrative texts, syntactic dysfunctions, evaluation of syntactic mistakes, visual deficiency students' written skills, blind students' written skills, differences between visual deficiency students and blind students' written skills.