<?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>S0120-34792022000100175</article-id>
<article-id pub-id-type="doi">10.25100/lenguaje.v50i1.11441</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Caracterización de textos expositivo-explicativos empleados en la fundamentación lingüística de estudiantes de pregrado]]></article-title>
<article-title xml:lang="en"><![CDATA[Characterization of expository-explanatory texts used in the linguistic foundation of undergraduate students]]></article-title>
<article-title xml:lang="fr"><![CDATA[Caractérisation des textes expositif-explicatifs utilisés dans le fondement linguistique des étudiants de premier cycle]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mahecha Mahecha]]></surname>
<given-names><![CDATA[Viviana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Álvarez Bermúdez]]></surname>
<given-names><![CDATA[Pedro Augusto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mateus Ferro]]></surname>
<given-names><![CDATA[Geral Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>50</volume>
<numero>1</numero>
<fpage>175</fpage>
<lpage>204</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-34792022000100175&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-34792022000100175&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-34792022000100175&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se reportan los resultados de una investigación en la cual se analizan textos empleados en la fundamentación lingüística de estudiantes de pregrado. Se examinaron textos provenientes de los paradigmas estructuralista, generativista y enunciativo (discursivo). Se diseñó una matriz de análisis que registra información en tres dimensiones: semántica, retórico-explicativa y cognitiva. Se estableció que los textos comportan preferentemente secuencias explicativas y, dentro de ellas, se dedica más atención a la resolución del problema de estudio. La estrategia discursiva más frecuente es la aseveración, seguida por la ejemplificación y la cita de autor. En cuanto a la referencia cognitiva, en los textos del estructuralismo y del generativismo se presenta un equilibrio entre la simbolista y la experiencialista; en los del paradigma enunciativo (discursivo) se acude preferentemente a la referencia simbólica. La propuesta brinda puntos de partida para caracterizar este tipo de textos y examinar la incidencia de sus propiedades en los procesos de comprensión lectora.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The current study reports the results of a research that analyzed texts used in the linguistic foundation of undergraduate students. Texts from the structuralist, generative and enunciative (discursive) paradigms were analyzed. An analysis matrix that records information in three dimensions was designed. These dimensions included the semantic, rhetorical-explanatory, and cognitive. It was established that texts preferably contain explanatory sequences and, within them, more attention is devoted to solving the problem of study. The most frequent discursive strategy is the assertion, followed by the exemplification and the author's quotation. Regarding the cognitive reference, in structuralist and generativist texts there is a balance between the symbolist and the experientialist reference; while in those of the enunciative (discursive) paradigm, the symbolic reference is preferred. The proposal provides starting points to characterize this type of texts and examine the impact of its properties on the processes of reading comprehension.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Les résultats d'une enquête dans laquelle on analyse des textes utilisés dans la formation linguistique de base des étudiants de premier cycle, sont rapportés. Des textes issus des paradigmes structuraliste, génératif et énonciatif (discursif) ont été analysés. Une matrice d'analyse a été conçue afin d&#8217;y enregistrer les informations en trois dimensions : sémantique, rhétorique-explicative et cognitive. Il a été établi que les textes contiennent de préférence des séquences explicatives et, à l'intérieur de celles-ci, une plus grande attention est consacrée à la résolution du problème d'étude. La stratégie discursive la plus fréquente est l'assertion, suivie de l'exemplification et de la citation de l'auteur. Concernant la référence cognitive, dans les textes du structuralisme et du générativisme, il y a un équilibre entre le symboliste et l'expérientialiste ; dans ceux du paradigme énonciatif (discursif), on utilise davantage la référence symbolique. La proposition fournit des éléments de comparaison entre les textes utilisés et les processus de compréhension que les étudiants mènent à bien lorsqu'ils les abordent.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[texto expositivo-explicativo]]></kwd>
<kwd lng="es"><![CDATA[estrategias discursivas]]></kwd>
<kwd lng="es"><![CDATA[cognición]]></kwd>
<kwd lng="es"><![CDATA[comprensión lectora]]></kwd>
<kwd lng="en"><![CDATA[expository-explanatory text]]></kwd>
<kwd lng="en"><![CDATA[discursive strategies]]></kwd>
<kwd lng="en"><![CDATA[cognition]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="fr"><![CDATA[texte expositif-explicatif]]></kwd>
<kwd lng="fr"><![CDATA[stratégies discursives]]></kwd>
<kwd lng="fr"><![CDATA[cognition]]></kwd>
<kwd lng="fr"><![CDATA[compréhension écrite]]></kwd>
</kwd-group>
</article-meta>
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