NAGIOS: RODERIC FUNCIONANDO
Autobiographical texts written by learners of Catalan as an Additional Language:From formative needs to reflection in the teaching of narrative genres
Repositori DSpace/Manakin
- Inici
- Investigació
- Revistes
- Caplletra : Revista Internacional de Filologia
- Caplletra : Revista Internacional de Filologia. 2022. No. 73
- Visualitza element
IMPORTANT: Aquest repositori està en una versió antiga des del 3/12/2023. La nova instal.lació está en https://roderic.uv.es/
Autobiographical texts written by learners of Catalan as an Additional Language:From formative needs to reflection in the teaching of narrative genres
Mostra el registre parcial de l'element
| dc.contributor.author | Bach Martorell, Carme | es |
| dc.date.accessioned | 2023-06-16T08:37:05Z | |
| dc.date.available | 2023-06-16T08:37:05Z | |
| dc.date.issued | 2022 | es |
| dc.identifier.citation | Bach, C. (2022). Autobiographical texts written by learners of Catalan as an Additional Language: From formative needs to reflection in the teaching of narrative genres. En Caplletra. Revista Internacional de Filologia (Issue 73, p. 233). Universitat de Valencia. https://doi.org/10.7203/caplletra.73.24640 | es |
| dc.identifier.uri | https://hdl.handle.net/10550/88323 | |
| dc.description.abstract | In this article we analyse autobiographical narrative texts written by university students studying Catalan as an Additional Language at a CEFR (2020) B1 level. The goal is to analyse the formative needs related to the writing of this genre in order to foster metadiscursive reflection in the classroom that will allow students to improve their written output. To this end, we analyzed a corpus of 39 autobiographies at both the macrotextual level (i.e., rhetorical moves) and the microtextual level (i.e., deictic elements which channel the narrative’s organization). Our results show that the problems that these texts present for students are related to awareness of the elements that define the genre (i.e., the sociocultural dimension) as well as the text’s narrative-temporal anchoring and the narrator’s deictic positioning (i.e., the pragmatic and textual dimensions). Thus, we propose a kind of competence-oriented teaching of genres in which the discursive and grammatical features that have a bearing on a text’s discursive coherence and cohesion are integrated at the same level. | es |
| dc.subject | articoli | es |
| dc.subject | scrittura | es |
| dc.subject | pragmatica | es |
| dc.subject | grammatica valenziale | es |
| dc.subject | attività metalinguistica | es |
| dc.subject | articles | es |
| dc.subject | writing | es |
| dc.subject | pragmatics | es |
| dc.subject | valency grammar | es |
| dc.subject | metalinguistic awareness | es |
| dc.title | Autobiographical texts written by learners of Catalan as an Additional Language:From formative needs to reflection in the teaching of narrative genres | es |
| dc.type | journal article | es_ES |
| dc.subject.unesco | “UNESCO:CIENCIAS DE LAS ARTES Y LAS LETRAS” | es |
| dc.identifier.doi | 10.7203/caplletra.73.24640 | es |
| dc.type.hasVersion | VoR | es_ES |
| dc.identifier.url | https://ojs.uv.es/index.php/caplletra/article/view/24640 |
Visualització
(213.6Kb)