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    Tytuł:
    Increasing fluency in L2 writing with singing
    Autorzy:
    Heikkola, Leena Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/780915.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    fluency
    L2 writing
    singing
    Opis:
    Fluency is an essential part of a language learner’s skills. Despite various studies on fluency, little is known about the effects of different pedagogical methods on the development of written fluency. In this paper, we examine how different pedagogical methods affect the development of second language learners’ written fluency. Participants in this study were 51 language learners enrolled in two intensive Finnish courses. The pedagogical methods investigated in the study were singing, listening to songs, and reciting lyrics of songs. Written stories based on cartoon strips were used as a pretest and a posttest. The fluency of written stories was analyzed based on the number of words used in the texts. Differences between the groups taught by different pedagogical methods were analyzed. The results seem to indicate that fluency increased the most in the singing groups compared to the other groups. There was also a statistically significant difference between the singing group and the group reciting lyrics, as well as between the group listening to songs and the group reciting lyrics.
    Źródło:
    Studies in Second Language Learning and Teaching; 2016, 6, 2; 271-292
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Towards effective dictionary use by L2 learners: in search of new perspectives
    Autorzy:
    Wojtyś, Ewelina
    Powiązania:
    https://bibliotekanauki.pl/articles/606235.pdf
    Data publikacji:
    2009
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    dictionary use
    L2 writing examinations
    Opis:
    Pedagogical dictionaries are considered as a primary source of valuable lexical and grammatical information. Unfortunately, as empirical research reveals, they are not exploited effectively enough by L2 learners mostly due to the lack of appropriate skills and teachers’ frequent ignorance about the necessity for strategy training. This article aims at presenting findings from selected studies on the difficulties encountered by L2 learners during dictionary use as well as on the complexity of their look-up behaviour. In its second part the innovative concept of dictionary consultation during L2 writing examinations is discussed.
    Źródło:
    Lublin Studies in Modern Languages and Literature; 2009, 33; 169-179
    0137-4699
    Pojawia się w:
    Lublin Studies in Modern Languages and Literature
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The use of passive voice in academic writing. Evidence from Danish, Norwegian and Swedish as L1 and L2
    Autorzy:
    Horbowicz, Paulina
    Skrzypek, Dominika
    Sobkowiak, Mikołaj
    Kołaczek, Natalia
    Powiązania:
    https://bibliotekanauki.pl/articles/1154389.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    academic writing
    passive voice
    L1-writing
    L2-writing
    Scandinavian languages
    Opis:
    The paper studies the use of the passive voice in academic texts written in Mainland Scandinavian languages (Danish, Norwegian and Swedish) by their native speakers and by adult Polish learners of those languages. The corpus consists of 37 MA theses written in Scandinavia and in Poland. A number of referring verbs were chosen for the purpose of the analysis. The results show that while there are discrepancies in the use of the passive voice in texts written by Polish and Scandinavian students, they cannot be unequivocally diagnosed as resulting from the grammatical and stylistic influence of the mother tongue.
    Źródło:
    Folia Scandinavica Posnaniensia; 2019, 26; 4-26
    1230-4786
    2299-6885
    Pojawia się w:
    Folia Scandinavica Posnaniensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Noticing grammar in L2 writing and problem-solving strategies
    Autorzy:
    Geist, Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/780571.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    L2 writing
    noticing
    output
    problem-solving strategies
    grammar
    Opis:
    Noticing plays an important role for second language acquisition. Since the formulation of the output hypothesis (Swain, 1985), it has been proven that producing output can lead to noticing. Studies on noticing have revealed little focus on grammar, and an in-depth investigation of grammar noticing has not been conducted so far. Studies into problemsolving strategies applied to resolve noticing in writing have provided differing classifications. The current study investigates the noticing of ten young learners (15 to 16 years) of L2 English while performing a writing task, with a special focus on grammar. The problem-solving strategies these learners applied are analyzed. With regard to the linguistic areas, results suggest that verb forms, especially the use of modals, and the choice of prepositions, are the main issues encountered in morphology. In syntax, learners mainly dealt with the length of sentences and the ways of connecting clauses. Learners relied on their intuition and existing knowledge, common sense and rephrasing as grammar problem-solving strategies. These results open a new area of study into noticing grammar and suggest some implications for teaching.
    Źródło:
    Studies in Second Language Learning and Teaching; 2017, 7, 3; 471-487
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The influence of rater empathy, age and experience on writing performance assessment
    Autorzy:
    Alp, Pilvi
    Epner, Anu
    Pajupuu, Hille
    Powiązania:
    https://bibliotekanauki.pl/articles/1040219.pdf
    Data publikacji:
    2017-12-30
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II
    Tematy:
    rater effects
    rater reliability
    empathy
    L2 writing
    assessment
    Opis:
    Assessment reliability is vital in language testing. We have studied the influence of empathy, age and experience on the assessment of the writing component in Estonian Language proficiency examinations at levels A2–C1, and the effect of the rater properties on rater performance at different language levels. The study included 5,270 examination papers, each assessed by two raters. Raters were aged 34–73 and had a rating experience of 3–15 years. The empathy level (EQ) of all 26 A2–C1 raters had previously been measured by Baron-Cohen and Wheelwright’s self-report questionnaire. The results of the correlation analysis indicated that in case of regular training (and with three or more years of experience), the rater’s level of empathy, age and experience did not have a significant effect on the score.
    Źródło:
    Linguistics Beyond and Within; 2017, 3; 7-19
    2450-5188
    Pojawia się w:
    Linguistics Beyond and Within
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Innovating teacher feedback with writing activities aimed at raising secondary school students’ awareness of collocation errors
    Autorzy:
    Reynolds, Barry Lee
    Teng, Mark Feng
    Powiązania:
    https://bibliotekanauki.pl/articles/1902581.pdf
    Data publikacji:
    2021-09-13
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    L2 feedback
    word choice errors
    L2 writing activities
    written corrective feedback
    feedback corpus
    Opis:
    The study examined the types of written corrective feedback given by second language writing teachers on Taiwanese secondary school students’ collocation errors. First, the written corrective feedback that teachers provided on learners’ word choice errors was examined to uncover the types of feedback provided. Then, analysis focused on verb–noun collocations to draw attention to how students had been receiving different types of written corrective feedback from teachers on a single collocation error type. Results showed that some sentences tagged as including word choice errors only contained rule-based errors. Furthermore, for verb-noun collocation errors, teachers chose to provide indirect and direct feedback almost equally at the expense of metalinguistic feedback. Based on the results, we suggested options for second language writing teachers when providing feedback on word choice errors.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 3; 423-444
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings
    Autorzy:
    Manchón, Rosa M.
    Powiązania:
    https://bibliotekanauki.pl/articles/780597.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    feedback processing
    learning-to-write
    L2 writing
    problem solving
    writing-to-learn-language
    strategies
    Opis:
    This paper offers a retrospective narrative review of research on L2 writing strategies and a prospective discussion of potential theoretical and pedagogical relevant lines of inquiry to be explored in future research agendas. The retrospective analysis will synthesize the main trends observed in the conceptualization of writing strategies as well as central directions followed in empirical research in the domain. The prospective discussion tries to advance research agendas on the basis of several observations about L2 writing that are presented as key points to be considered when analyzing existing or thinking about future research in the domain. Special mention will be made of future research avenues centrally concerned with theoretical and empirical questions on the manner in which strategic behavior during writing and during written corrective feedback processing may foster language learning. It will be suggested that following this route can result in interesting and profitable synergies between research on language learning strategies and recent SLA-oriented L2 writing research initiatives on the language learning potential associated with L2 writing.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 2; 247-267
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Native vs. non-native English: data-driven lexical analysis
    Autorzy:
    Witalisz, Ewa
    Leśniewska, Justyna
    Powiązania:
    https://bibliotekanauki.pl/articles/634383.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Tematy:
    advanced EFL use, corpus analysis of learner language, lexical features of L2 writing
    Opis:
    This article presents a preliminary, data-driven study of a corpus of texts written by advanced Polish learners of English, which were analysed with reference to a baseline corpus of native-speaker texts. The texts included in both corpora were produced in similar circumstances (classroom setting), with the same time and word limit, and in response to the same task. We conducted a comparative lexical analysis of the two corpora, using corpus methodology (word lists, cluster analysis, concordances, keyness) to identify the most significant differences. The most important conclusion from this study is that advanced foreign language use may differ from native-speaker language use in ways which only become visible in larger samples of language, and the differences, if analysed individually, would not be regarded as errors and would go unnoticed. There is some evidence in the study that some of these differences may be attributed to cross-linguistic influence.
    Źródło:
    Studia Linguistica Universitatis Iagellonicae Cracoviensis; 2015, 129, 2
    2083-4624
    Pojawia się w:
    Studia Linguistica Universitatis Iagellonicae Cracoviensis
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Topic familiarity and story continuation in young English as a foreign language learners’ writing tasks
    Autorzy:
    Bui, Gavin
    Luo, Xueya
    Powiązania:
    https://bibliotekanauki.pl/articles/1902589.pdf
    Data publikacji:
    2021-09-13
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    topic familiarity
    reading input
    L2 writing
    story continuation
    writing quality
    text length
    lexical diversity
    lexical sophistication
    Opis:
    Prior research demonstrates that primary and secondary school teachers often find teaching young learners to write in a second language a slow and effortful process. Moreover, students in this age range lack the motivation to write. Therefore, it is important to explore the EFL writing pedagogy suitable for young learners. The present study investigated how story continuation (with or without reading input) under different topic familiarity conditions serves as a viable pedagogical means for secondary school students. Ninety-one Chinese students in four intact classes of comparable proficiency levels were assigned four writing task conditions in a 2 ⨉ 2 factorial design. Group 1 (Fam) was provided with the beginning of a familiar story in L1 Chinese and was required to complete the story in L2 English. Group 2 (UnFam) had the same task as Group 1, with an unfamiliar story. Group 3 (Fam+Input) was initially provided with the complete familiar story in Chinese (the same story as Group 1) as reading input and were then instructed to write the story in English with the reading material taken away. Group 4 (Unfam+Input) received the full unfamiliar story in Chinese (the same story as Group 2) as input before writing. Again they were not allowed to refer to the reading in the composing process. The results revealed that the young learners who wrote on familiar topics (Groups 1 and 3) produced longer texts and demonstrated greater lexical diversity than those with unfamiliar stories (Groups 2 and 4), although topic familiarity did not affect their writing quality or lexical sophistication. As for the story continuation conditions, students who completed writing the story without the L1 reading input on the topics (Groups 1 and 2) developed longer compositions and better writing quality than those with such input (Groups 3 and 4), although their lexical profiles (both lexical diversity and lexical sophistication) remained uninfluenced. Pedagogical implications for EFL writing among young learners were also discussed in the present study.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 3; 377-400
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The study of conceptual metaphors in ESAP L2 writing: range and variability
    Autorzy:
    Permyakova, Tatiana
    Utkina, Tatiana
    Powiązania:
    https://bibliotekanauki.pl/articles/620641.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    metaphor
    cognitive linguistics
    conceptual metaphor models
    academic discourse
    professional discourse
    English for specific purposes
    English for academic purposes
    L2 writing
    Economics
    metaphoric competence
    Opis:
    The article presents the study of the influence of professional competence of EFL learners on their academic writing. The task was approached through analyzing learners’ competence in specific knowledge domains - knowledge of terms and specific concepts, represented as conceptual metaphors. Conceptual metaphor models were analyzed in the English written texts produced by Russian students with different competences in economics – at both non-professional and professional levels of academic discourse (NPAD and PAD respectively). Metaphor Identification Procedure VU University Amsterdam (MIPVU) was applied to metaphor identification, and alternative metaphor and preferential conceptualization analysis was performed to compare the scope of source and the range of target in NPAD and PAD. Findings highlight the areas of commonality as well as divergence in terms of students’ professional competence represented in conceptual metaphors in L2 writing. The main differences in the scope of the source analysis are quantitative rather than qualitative. The range of target comparison between NPAD and PAD indicates a significantly larger range of targets for the professional level students, a lower level of metaphorization for the non-professional level, and inclusive strategies across the two levels. Practical recommendations suggest an improved research methodology for studying metaphor production in EAP and ESP as well as a deeper understanding of ESP content and its structure.
    Źródło:
    Research in Language; 2016, 14, 4
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The relationships between the average semester growth rates of lexical sophistication in L2 English writing at secondary school: A learner corpus analysis
    Autorzy:
    ROKOSZEWSKA, KATARZYNA
    Powiązania:
    https://bibliotekanauki.pl/articles/1395907.pdf
    Data publikacji:
    2021-07-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Complex Dynamic Systems Theory (CDST)
    lexical sophistication
    the average semester growth rate (ASGR)
    L2 English writing, learner corpus
    Opis:
    In line with Complex Dynamic Systems Theory (CDST), the aim of the paper is to examine dynamics and causality among the growth rates of lexical sophistication in L2 writing development. The study was based on The Written English Developmental Corpus of Polish Learners (WEDCPL) which consists of over 1,900 essays composed during 21 repeated measurements by 100 learners over three years (2014–2017) at secondary school. Lexical sophistication, operationalised as different frequency levels, was analysed with the Lextutor software (Cobb 2014). The results indicated that the learners relied on the first frequency level. The monthly growth rates (MGRs) of the frequency levels were variable but no significant peaks were registered. The relationships between the average semester growth rates (ASGRs) revealed competition between the first and higher frequency levels, and some support between the higher levels. Thus, developing learners’ lexis beyond the first level counteracts the production of lexically unsophisticated texts and supports the use of more advanced words.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2021, 48, 1; 81-102
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Creative writing for publication: An action research study of motivation, engagement, and language development in Argentinian secondary schools
    Autorzy:
    Banegas, Darío Luis
    Lowe, Robert J.
    Powiązania:
    https://bibliotekanauki.pl/articles/1902580.pdf
    Data publikacji:
    2021-09-13
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    motivation
    engagement
    creative writing
    L2 learning experience
    Opis:
    There has been much research on the connections between second language (L2) writing and learner motivation. However, few studies have focused on contexts in which L2 learning is mandatory, rather than elective. This technical action research-based study evaluated a project in which teenage learners in Argentina were engaged in creative writing tasks, with the goal of including their final written pieces in a formal publication. Through focus group interviews and group discussions, it was found that the project had increased the motivation not only of the learners, but also of the teachers. Further, the study highlights the importance of making such writing tasks student-centered, and calls attention to the role played by the teachers in motivating and engaging students. The study suggests that effort should be made to develop more initiatives in formal education settings in order to motivate and engage learners involved in mandatory language study.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 3; 401-421
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Charakterystyka umiejętności czytania pojedynczych słów i pseudosłów, poprawnego pisania oraz słownika biernego w języku angielskim (L2) u polskich uczniów gimnazjów i liceów
    Autorzy:
    Łockiewicz, Marta
    Warmbier, Martyna
    Powiązania:
    https://bibliotekanauki.pl/articles/614675.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    English as L2
    reading
    correct writing
    receptive dictionary
    angielski jako L2
    czytanie
    poprawne pisanie
    słownik bierny
    Opis:
    The aim of the study was to characterize the level of real word and pseudoword decoding skills, single-word spelling and receptive English vocabulary (L2) of junior high school and high school students in Polish schools. 34 of high school students (56.7%) and 26 of junior high school students (43.3%) who had studied English as L2 for at least three years participated in the study. The participants achieved the level assumed by ESOKJ with respect to reading and vocabulary. High school students quite correctly spelled dictated words while making mistakes due to the negative transfer of L1 to L2; secondary school students, however, failed to complete this task. The knowledge of words in L2 proved to be a predictor of accuracy and fluency of reading words, correct reading of pseudowords, and spelling of dictated words, analogously to relations observed in L1.
    Celem badania była charakterystyka poziomu umiejętności czytania słów i pseudosłów, pisania ze słuchu pojedynczych słów oraz słownika biernego w języku angielskim (L2) uczniów gimnazjum i liceum w polskich szkołach. W badaniu wzięło udział 34 (56,7%) licealistów oraz 26 (43,3%) gimnazjalistów, którzy uczyli się angielskiego jako L2 przez co najmniej 3 lata. Badani osiągnęli poziom zakładany według ESOKJ w odniesieniu do czytania i znajomości słownictwa, jednak podczas gdy uczniowie liceum dość poprawnie zapisywali dyktowane słowa, popełniając przy tym błędy wynikające z negatywnego transferu L1 do L2, uczniowie gimnazjum nie poradzili sobie z tym zadaniem. Znajomość słów w L2 okazała się predyktorem poprawności i płynności czytania słów, poprawności czytania pseudosłów oraz zapisu dyktowanych słów analogicznie do zależności w L1.
    Źródło:
    Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia; 2018, 31, 3
    0867-2040
    Pojawia się w:
    Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Preliminary findings and research perspectives on the German modal sollen in L2 written assessments
    Autorzy:
    Wulff, Nadja
    McGury, Sandra
    Powiązania:
    https://bibliotekanauki.pl/articles/40055994.pdf
    Data publikacji:
    2024
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    L2 written assessment
    writing tasks
    L2 modal verbs
    CEFR
    ocenianie tekstów pisanych w języku obcym
    zadania pisemne
    czasowniki modalne w języku obcym
    ESOKJ
    Opis:
    Modal verbs represent a special verb category and constitute an essential component of L2 German semantics. While Abrams and Rott (2017) suggest that German learner texts depict a 90% accuracy in the correct use of modal verbs in integrative writing tasks, the correct semantic use of the modal sollen (‘supposed to’; ‘should’) seems to pose a particular challenge (Jentges 2016), especially in an assessment context. In this corpus analysis, 1,032 L2 German assessment texts across all CEFR levels were analyzed with respect to the L2 semantic use of sollen against the backdrop of the assessment prompts. 68% of instances of all uses of sollen in A1 texts and 53% of all uses of sollen in A2 texts showed an inappropriate semantic use of sollen. The discrepancy between these results and Abrams and Rott (2017) can be attributed to the prompts used in the assessments analyzed in this paper: They do not take into consideration the semantic mismatch between the use of the modal in the prompt and its inappropriate use in the texts produced.
    Czasowniki modalne są specjalną kategorią czasowników i stanowią istotny element języka niemieckiego jako drugiego (L2). Podczas gdy badanie Abrams i Rott (2017) sugeruje, że teksty pisane przez osoby uczące się języka niemieckiego wykazują 90% dokładność w prawidłowym użyciu czasowników modalnych w zintegrowanych zadaniach pisemnych, prawidłowe semantyczne użycie czasownika modalnego sollen („powinien”) wydaje się stanowić szczególne wyzwanie (Jentges 2016), zwłaszcza w kontekście oceniania. W ramach niniejszego badania korpusowego przeanalizowane zostały 1032 niemieckie teksty egzaminacyjne L2 na wszystkich poziomach CEFR pod kątem poprawności znaczeniowej użycia czasownika modalnego sollen z uwzględnieniem kontekstu pytań egzaminacyjnych. W 68% wszystkich przypadków użycia sollen w tekstach A1 i 53% wszystkich przypadków użycia sollen w tekstach A2 czasownik ten był niewłaściwie zastosowany. Za przyczynę rozbieżności między uzyskanymi wynikami a wynikami Abrams i Rott (2017) można uznać polecenia stosowane w analizowanych zadaniach – nie uwzględniają one rozbieżności semantycznej między użyciem czasownika w instrukcji a jego niewłaściwym użyciem w tworzonych tekstach.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2024, 51, 1; 89-102
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Per un’educazione alla scrittura accademica in italiano LS utilizzando i segni interpuntivi a partire da usi e interpretazioni degli scriventi di lingue slave
    Towards Academic Writing in Italian as a Foreign Language with the Help of Punctuation Marks Starting from the Uses and Interpretations of Slavic-Speaking Students
    Autorzy:
    De Tommaso, Valeria
    Powiązania:
    https://bibliotekanauki.pl/articles/11541957.pdf
    Data publikacji:
    2023-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    punctuation
    text types
    writing skills
    Italian as L2
    Slavonic languages
    punteggiatura
    tipi di testo
    abilità di scrittura
    italiano LS
    lingue slave
    Opis:
    This article focuses on the results of a survey on writing experiences during secondary school and the first two years of high school and on the use of punctuation marks in L1 and Italian L2 by Czech and Slovak learners. Students’ past experiences with punctuation marks in L1 and references in Czech/Slovak schoolbooks reveal a strictly syntactic approach; students practise the use of the comma only, which is assumed to have purely separating values. In order to help students develop language skills for academic writing in Italian L2 and to avoid choppy writing and lack of cohesion, the research findings suggest that the teacher should highlight the cohesive/linking values of punctuation marks. The contrastive approach can be useful to a certain degree: up to the point where the punctuation principles of the two languages are equivalent or where they seem to be equivalent.
    L’articolo riporta le riflessioni nate da un’indagine sulle esperienze di scrittura prima e durante i primi due anni di università e sugli usi interpuntori nella propria L1 e nell’italiano LS da parte di apprendenti cechi e slovacchi. Le esperienze con i segni interpuntivi in L1 e i riferimenti presenti nelle grammatiche scolastiche ceche/slovacche fanno emergere un’interpretazione esclusivamente sintattica e un contatto parziale con il sistema interpuntorio poiché limitato al solo uso della virgola; a questo segno, inoltre, viene attribuito in L1 valore esclusivamente segmentante. Per un’educazione alla scrittura del testo accademico in italiano LS che contribuisca a superare fenomeni di frammentarietà, giustapposizione, scarsa coesione testuale, i risultati dell’indagine suggeriscono un’azione didattica che punti sui valori coesivi dei segni interpuntivi e che solo in parte si appoggi a un approccio contrastivo, ovvero quando la ratio interpuntoria dei due sistemi coincida o quando sembri coincidere.
    Źródło:
    Italica Wratislaviensia; 2023, 14.1; 57-76
    2084-4514
    Pojawia się w:
    Italica Wratislaviensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-15 z 15

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