La enseñanza explícita de la macrofunción expositiva en estudiantes italianos de E/LE de nivel C1

This paper is the result of an experience on the expository macrofunction carried out in the classroom in the field of teaching/learning of Spanish as a foreign language. The aim is to analyze the competence in writing expository texts of 30 fifth year students (C1 level) of SFL of the Lingue e Letterature Moderne degree at the University of Salerno. Three steps were followed: 1) explicit instruction of the expository macrofunction, following the Plan Curricular del Instituto Cervantes: Discursive Genres and Textual Products chapter; 2) students analysis of real expository texts written by native Spanish speakers available on the Internet; 3) production of short expository texts. The work is developed following the assumptions of action research in the classroom with a qualitative and quantitative approach, although with greater attention to the former. The prototypical structure of the expository macrofunction and linguistic elements (verbal tenses, relationship between statements and discourse markers) have been analyzed. The results indicate that the students have assimilated the structural organization of the expository text. However, little variety has been found in the use of discourse markers, with repercussions on the texts cohesion. Therefore, it is our intention to expand the explicit teaching of this aspect