The implicit knowledge that high school students possess is key to understanding how they develop written communicative competence. The teaching approaches in schools established four ways of conceiving writing, from the most reproductive to the most epistemic. Therefore, the importance of this research lies in investigating the bidirectional relationship between practices and conceptions of writing. The general objective of this study is to describe the students' knowledge, which form their implicit theories and which unconsciously guide their learning activities in relation to the production of written texts. The results indicate that second-grade high school students from a Lima school show a conception of written communicative competence that is closer to a traditional teaching approach to writing. Therefore, the teaching of the competency approach of the National Curriculum is not having a major effect with regard to the development of written communicative competence as such.
Keywords:
competence, writing, implicit theories, knowledge, high school students
Aquino Ventura, G. (2021). IMPLICIT THEORIES IN HIGH SCHOOL STUDENTS ABOUT WRITTEN COMMUNICATIVE COMPETENCE. Revista Enfoques Educacionales, 18. Retrieved from https://nomadias.uchile.cl/index.php/REE/article/view/65049
