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LA PRODUCTION ECRITE EN FRANÇAIS L2 : focus sur le processus de formulation
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In: https://hal.archives-ouvertes.fr/tel-03640707 ; Linguistique. Université Toulouse – Jean Jaurès, 2022 (2022)
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An Overview of Writing Process Research: Using Innovative Tasks and Techniques for a Better Understanding of L2 Writing Processes in Assessment Contexts
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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An Overview of Writing Process Research: Using Innovative Tasks and Techniques for a Better Understanding of L2 Writing Processes in Assessment Contexts
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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Completing the first assignment: A case study of the writing processes of a successful and an unsuccessful student
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In: Research outputs 2014 to 2021 (2021)
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BORN OR MADE: PROBLEMS OF PROSE STYLE & STYLISTIC IMPROVABILITY AT THE SENTENCE LEVEL, AN INTERDISCIPLINARY APPROACH
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Collaborative Placement of Multilingual Writers: Combining Formal Assessment and Self-Evaluation
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In: Journal of Writing Assessment, vol 13, iss 1 (2020)
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Methodische Zugänge zur Untersuchung akademischer Textproduktion
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The impact of mediation on technology-supported individual and collaborative writing
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Stell, Annita. - : The University of Queensland, School of Languages and Cultures, 2020
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Les écritures médiatiques partagées de la mémoire – patrimonialisation et paradigme de l’immatériel
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In: Communication & langages, N 203, 1, 2020-02-27, pp.175-195 (2020)
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Competencia Comunicativa Intercultural Crítica y escritura académica: Análisis de los (sub)procesos de creación textual en estudiantes universitarios de Español Lengua Extranjera (E/LE)
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 34, 2020, pags. 169-192 (2020)
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Abstract:
The present study proposes the analysis of the different (sub)cognitive processes that are activated in written practice in order to improve the academic competency profile in Spanish Foreign Language (SFL) of Italian university students. The qualitative analysis provides relevant information from a group of 26 participants, basic users of the language. The textual samples collected have formed a linguistic corpus examined by means of evaluation rubrics, created in previous studies but adapted to the type of diagnostic test and the results revealed in the Needs Analysis on the academic competence level of informants. The diagnostic test has provided two actions: one guided and the other free that analyze the three dimensions of planning, textualization and review of written production. The results provide interesting information about the cognitive processes inherent in textual creation and especially those developed through guided planning and understanding of discursive genres and textual typologies useful for academic writing. It also highlights optimal results in the application of the Critical Intercultural Communicative Competence (CICC) model which allows the teaching/learning of SFL to a functional and social approach to the language from the experiential and interpersonal meaning of the texts. In particular, the results show an improvement in written discursive competence and an activation of (sub)cognitive processes both in the activity of critical understanding and in the process of conscious writing: (1) less errors in textual planning, in the organization of ideas and in the superstructure of the text-abstract; (2) an increase in the wealth of specialized vocabulary and the use of discursive markers and textual organization in the abstract genre; (3) simple syntax but with a textual construction that shows communicative intentionality (4) improvement of intercultural competence of the language, effective academic texts and socially committed to gender stereotypes in contrast to the culture itself and the L1. ; El presente estudio propone el análisis de los diferentes (sub)procesos cognitivos que se activan en la práctica escrita con el fin de mejorar el perfil competencial académico en Español Lengua Extranjera (ELE) de estudiantes universitarios italianos. El análisis cualitativo aporta información relevante de un grupo de 26 participantes, usuarios básicos de la lengua. Las muestras textuales recogidas han conformado un corpus lingüístico examinado mediante rúbricas de evaluación, creadas en precedentes estudios pero adaptadas al tipo de prueba diagnóstico y a los resultados revelados en el Análisis de Necesidades sobre el nivel compentencial académico de los informantes. La prueba diagnóstico ha previsto dos actuaciones: una guiada y otra libre que analizan las tres dimensiones de planificación, textualización y revisión de la producción escrita. Los resultados aportan información interesante sobre los procesos cognitivos inherentes a la creación textual y, en especial, sobre aquellos desarrollados a través de la planificación guiada y la comprensión de géneros discursivos y tipologías textuales útiles para la escritura académica. También, se destacan resultados optimales en cuanto a la aplicación del modelo de Competencia Comunicativa Intercultural Crítica (CCIC) que permite abordar la enseñanza/aprendizaje de ELE integrando un enfoque funcional y social de la lengua desde el significado experiencial e interpersonal de los textos. En concreto, los resultados muestran una mejoría de la competencia discursiva escrita y dan cuenta de una activación de (sub)procesos cognitivos eficaces tanto en la actividad de comprensión crítica como en el proceso de escritura consciente: (1) menos errores en la planificación textual, en la organización de ideas y en la superestructura del texto-resumen; (2) un aumento de la riqueza del vocabulario especializado y del uso de marcadores discursivos y de organización textual en el género resumen; (3) sintaxis sencilla pero con una construcción textual que muestra la intencionalidad comunicativa (4) mejora de la competencia intercultural de la lengua, textos académicos eficaces y comprometidos socialmente con los estereotipos de género en contraste con la propia cultura y la lengua de origen
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Keyword:
academic writing; Applied linguistics; cognitive processes; Competencia Comunicativa Intercultural Crítica; Critical Intercultural Communicative Competence; discursive practices; ELE; escritura académica; Lingüística aplicada; prácticas discursivas; procesos cognitivos; SFL
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URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=7707210
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| 11 |
Differences Between Expository and Narrative Items in a College-Level Reading Comprehension Assessment
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In: Georgia Educational Research Association Conference (2019)
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The affordances of process-tracing technologies for supporting L2 writing instruction
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| 13 |
The affordances of process-tracing technologies for supporting L2 writing instruction
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In: English Publications (2018)
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| 14 |
Learning from Failure: Making the Feedback Loop Work
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In: Georgia International Conference on Information Literacy (2018)
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Challenging the hidden curriculum through problem based learning : a reflection on curricular design
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The Pleasures of Writing about the Pleasures of the Practice: Documenting Psychophysical Performer Trainings
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Learning from Failure: Making the Feedback Loop Work
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In: Georgia International Conference on Information Literacy (2017)
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Military Legislation: Explaining Military Officers' Writing Deficiencies
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| 19 |
Graphic traces and writing processes at school ; Traces graphiques à l’école : quels indices de processus rédactionnels ?
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In: Colloque des Jeunes Chercheurs en Sciences du Langage : Trace (s) ; https://hal.archives-ouvertes.fr/hal-03175705 ; Colloque des Jeunes Chercheurs en Sciences du Langage : Trace (s), Laboratoire Praxiling (UMR5267). Université Paul-Valéry, Montpellier III., Oct 2015, MONTPELLIER, France (2015)
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| 20 |
Visualization of computer-supported argumentative writing processes using C-SAW
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In: ISSN: 1843-4460 ; Revista Română de Interacțiune Om-Calculator, Vol. 8, No 4 (2015) pp. 281-302 (2015)
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