Resumo

VILLALBA LOAIZA, Neira. The styles of learning and the argumentative written bilingual competence in terms of discursive and linguistic choices. Leng. [online]. 2018, vol.46, n.2, pp.266-291. ISSN 0120-3479.  https://doi.org/10.25100/lenguaje.v46i2.6583.

This paper presents the results of a quantitative non-experimental and cross sectional study, on the relation between the styles of learning and the argumentative written bilingual competence (Spanish-English) in terms of discursive and linguistic choices, in a fourth semester sample of 47 students of a modern languages teaching degree in a Colombian public university. By means of the Kolb’s ILS, the styles of learning were identified, being demonstrated, across a within-subject contrastive rhetoric analysis, that the predominant style of learning (i.e. diverging, assimilating, accommodator or converging) determines some discursive and linguistic choices carried out in petitionary letters written in Spanish and English by the students. Nevertheless, external factors like the nature of the written language and the cognitive requirements of the argumentation might demand cognitive and affective characteristics different from those that the predominant style of learning provides.

Palavras-chave : styles of learning; bilingual formation; argumentative written bilingual competence; discursive and linguistic choices.

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