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1
Content available Expertise en écriture académique – entre acculturation et conscience disciplinaire
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Wojciechowska B. , Karpińska-Szaj K.
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tom 49
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nr 2
7-19
EN
As an intellectual task, academic writing is not reducible solely to language skills or adequate writing tech-niques. The paper aims to compare the research results related to the cognitive and discursive aspects of expertise in academic writing to determine the key elements that contribute to its special character. These elements are intended to lay the foundation for the teaching of academic writing in tertiary education. The analysis focuses on the development of cognitive skills among novice researchers.
2
Content available La narration en didactique des langues. Présentation
100%
Karpińska-Szaj K. , Wojciechowska B.
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nr 2
3-5
FR
La narration en didactique des langues. Présentation
3
Content available Procédés interactifs de construction du sens dans le discours. Un modèle dans le développement des compétences orales au niveau avancé en langue étrangère ?
100%
Wojciechowska B. , Wilczyńska W.
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nr 2
67-82
EN
This article is aimed at giving a part of response when it comes to selecting resources, both relevant and easily accessible, which could serve as models in developing complex L2 oral competences. Those resources should encompass all levels (relational, semantic, and formal) required in realizing and interpreting efficiently our communicative intentions in oral language. Among suggested criteria, priority is clearly given to the mastery of interactive procedures in meaning construction, as playing a crucial role both in a speaker’s/learner’s communicative efficacy and the dynamics of his/her oral capacities’ development through the media. Moreover, to illustrate our reflection, we analyze the pedagogical and interactive potential in some excerpts from Le téléphone sonne, a radio segment available in podcast format.
4
Content available LA PERFORMANCE MORPHOSYNTAXIQUE DANS LES TÂCHES DE REFORMULATION ÉCRITE. CAS D’ÉTUDIANTS DÉBUTANTS DE FLE
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Karpińska-Szaj K. , Wojciechowska B.
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nr 44/1
73-89
EN
In this article the relation between the discourse production dynamic and the linguistic competence development is discussed. This problem is considered with regard to two types of language activities based on reformulation tasks: 1) written reconstruction of a story heard, 2) written production of the end of the story. The analysis of experimental data shows that in the second case the approach to the discourse is more complete which positively influences application of complex morphosyntactic structures in students production.
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