<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3479</journal-id>
<journal-title><![CDATA[Lenguaje]]></journal-title>
<abbrev-journal-title><![CDATA[Leng.]]></abbrev-journal-title>
<issn>0120-3479</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Valle, Escuela de Ciencias del Lenguaje]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-34792018000200266</article-id>
<article-id pub-id-type="doi">10.25100/lenguaje.v46i2.6583</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Los estilos de aprendizaje y la competencia argumentativa escrita bilingüe (español-inglés) en términos de las escogencias discursivas y lingüísticas]]></article-title>
<article-title xml:lang="en"><![CDATA[The styles of learning and the argumentative written bilingual competence in terms of discursive and linguistic choices]]></article-title>
<article-title xml:lang="fr"><![CDATA[Styles d&#8217;apprentissage et compétence argumentative écrite bilingue (espagnol-anglais) en termes de choix discursifs et linguistiques]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villalba Loaiza]]></surname>
<given-names><![CDATA[Neira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Quindío Maestría y Doctorado en Ciencias de la Educación Grupo de Investigación interinstitucional ESAPIDEX-B]]></institution>
<addr-line><![CDATA[Armenia ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>46</volume>
<numero>2</numero>
<fpage>266</fpage>
<lpage>291</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-34792018000200266&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-34792018000200266&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-34792018000200266&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta los resultados de un estudio cuantitativo, de diseño no experimental y transversal, sobre la relación entre los estilos de aprendizaje y la competencia argumentativa escrita bilingüe (español-inglés) en términos de las elecciones discursivas y lingüísticas, en una muestra de 47 estudiantes de 4º semestre de licenciatura en lenguas modernas de una universidad pública colombiana. Mediante la aplicación del inventario de estilos de aprendizaje de Kolb se identificaron los estilos de aprendizaje, encontrándose, a través de un análisis de retórica contrastiva intraindividual, que el estilo de aprendizaje predominante (divergente, acomodador, asimilador o convergente) direccionó algunas elecciones discursivas y lingüísticas realizadas en sendas cartas petitorias en español e inglés. No obstante, factores externos como la naturaleza de la lengua escrita y las exigencias cognitivas de la argumentación podrían demandar características cognitivas y afectivas diferentes de las que proporciona el estilo de aprendizaje predominante.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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&#8217;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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article présente les résultats d'une étude quantitative, de conception non expérimentale et transversale, sur la relation entre les styles d'apprentissage et la compétence argumentative écrite bilingue (espagnol-anglais), en termes de choix discursifs et linguistiques, chez un groupe de 47 étudiants de la Licence en Langues Modernes d´une université publique colombienne. Au moyen d&#8217;un questionnaire, l´on a identifié les styles d&#8217;apprentissage et l´on a mis en évidence, à travers une analyse de rhétorique contrastive intra-individuelle, que le style d'apprentissage prédominant (divergent, accommodateur, assimilateur ou convergent) a motivé quelques choix discursifs et linguistiques dans des lettres argumentatives rédigées en espagnol et en anglais par les étudiants. Cependant, des facteurs externes comme la nature de la langue écrite et les exigences cognitives de l'argumentation pourraient demander des caractéristiques cognitives et affectives différentes de celles que le style d'apprentissage prédominant fournit.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estilos de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[formación bilingüe]]></kwd>
<kwd lng="es"><![CDATA[competencia argumentativa escrita bilingüe]]></kwd>
<kwd lng="es"><![CDATA[elecciones discursivas y lingüísticas]]></kwd>
<kwd lng="en"><![CDATA[styles of learning]]></kwd>
<kwd lng="en"><![CDATA[bilingual formation]]></kwd>
<kwd lng="en"><![CDATA[argumentative written bilingual competence]]></kwd>
<kwd lng="en"><![CDATA[discursive and linguistic choices]]></kwd>
<kwd lng="fr"><![CDATA[d&#8217;apprentissage]]></kwd>
<kwd lng="fr"><![CDATA[formation bilingue]]></kwd>
<kwd lng="fr"><![CDATA[compétence argumentative écrite bilingue]]></kwd>
<kwd lng="fr"><![CDATA[choix discursifs et linguistiques]]></kwd>
</kwd-group>
</article-meta>
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