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Autobiographical texts written by learners of Catalan as an Additional Language: from formative needs to reflection in the teaching of narrative genres

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dc.contributor.author Bach, Carme, 1971-
dc.date.accessioned 2022-10-07T09:03:59Z
dc.date.available 2022-10-07T09:03:59Z
dc.date.issued 2022
dc.identifier.citation Bach C. Autobiographical texts written by learners of Catalan as an Additional Language: from formative needs to reflection in the teaching of narrative genres. Caplletra. 2022;73(Tardor):233-55. DOI: 10.7203/Caplletra.73.24640
dc.identifier.issn 0214-8188
dc.identifier.uri http://hdl.handle.net/10230/54313
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.
dc.description.abstract En aquest article analitzem textos narratius autobiogràfics escrits per estudiants universitaris que tenen el català com a llengua addicional, d’un nivell B1 de CEFR (2020). L’objectiu és analitzar les necessitats formatives en la redacció d’aquest gènere per tal de fomentar a classe una reflexió metadiscursiva que permeti millorar-ne les produccions escrites. Per fer-ho, hem analitzat un corpus de 39 autobiografies tant a nivell macrotextual (moviments retòrics) com microtextual (elements díctics que vehiculen l’organització narrativa de les autobiografies). Els resultats assenyalen que els problemes que presenten aquests textos estan relacionats amb la consciència dels elements que defineixen el gènere (dimensió sociocultural), així com amb l’ancoratge narrativotemporal i el posicionament díctic dels narradors en el text (dimensió pragmàtica i textual). Per tant, proposem un ensenyament dels gèneres competencial en què s’integrin, a un mateix nivell, els trets discursius i els gramaticals que influeixen en la coherència i la cohesió discursives.
dc.description.sponsorship This work was supported by the project Assessment of discourse competence in adult plurilingual learners: detecting learners’ needs and instructions for autonomous learning, or ECODAL (grant number EDU2016-75874-P), under the Spanish government’s Plan Nacional de Investigación Científica, Desarrollo e Innovación Tecnológica 2016, del Ministerio de Economía, Industria y Competitividad, co-financed by the Spanish Agencia Estatal de Investigación (AEI) and with European Regional Development funds (FEDER). Website: https://www.upf. edu/web/ecodal.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.publisher Publicacions de l’Abadia de Montserrat; Institut de Filologia Valenciana (Univ. València) - Caplletra
dc.relation.ispartof Caplletra. 2022;73(Tardor):233-55.
dc.rights Tots els treballs publicats en Caplletra es troben sota una llicència Creative Commons del tipus Reconeixement-NoComercial-SenseObraDerivada 4.0.
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0
dc.title Autobiographical texts written by learners of Catalan as an Additional Language: from formative needs to reflection in the teaching of narrative genres
dc.type info:eu-repo/semantics/article
dc.identifier.doi http://doi.org/10.7203/Caplletra.73.24640
dc.subject.keyword Discourse competence
dc.subject.keyword Formative needs
dc.subject.keyword Catalan as Additional Language
dc.subject.keyword Self-referential genres
dc.subject.keyword Deixis
dc.subject.keyword Metadiscursive reflection
dc.subject.keyword Competència discursiva
dc.subject.keyword Necessitats formatives
dc.subject.keyword Català com a llengua addicional
dc.subject.keyword Gèneres autoreferencials
dc.subject.keyword Dixi
dc.subject.keyword Reflexió metadiscursiva
dc.relation.projectID info:eu-repo/grantAgreement/ES/1PE/EDU2016-75874-P
dc.rights.accessRights info:eu-repo/semantics/openAccess
dc.type.version info:eu-repo/semantics/publishedVersion

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