Estrategia cognitiva y meta-cognitiva para acentuar las palabras en las pruebas de ensayo: Caso Estudiantes Universitarios

Abstract

The accentuation of words consists in writing the diacritical mark on the stressed syllable when the grammatical rule indicates it. Many university students have difficulties accentuating words on questions with limited answers and semi-limited answers trial tests because they do not apply the cognitive and meta-cognitive strategies in a proper way. This investigation is framed into a qualitative approach in which three engineering students of the second semester were interviewed after they presented ten trial tests. Also, Spanish language and Literature middle school text books were analyzed to know which proposals are made regarding the teaching of accentuating words. Most participants use the lexical and phonological way to accentuate words; those who use more defined cognitive and meta-cognitive strategies present less difficulties to accentuate words, they stop using self-registration and self-reinforcement from the meta-cognitive strategies; However, Spanish language and Literature middle school text books have few topics related to accentuating words. Finally, it is necessary to propose cognitive and meta-cognitive strategies which may contribute to overcome the difficulties on the accentuation of words on trial tests.