PRZEFORMUŁOWANIE W PRZYSWAJANIU I UCZENIU SIĘ JĘZYKÓW: SPECYFIKA I FUNKCJE ODTWARZANIA OPOWIADANIA

• Authors: Katarzyna Karpińska-Szaj , Berbadeta Wojciechowska

Title variants

EN

Reformulation in language acquisition and learning: the nature and functions of story retelling

• Languages of publication: PL

Abstracts

PL

This article is about a task which required learners to reformulate a story which they had listened to in writing. In the context of foreign language learning, the original text provides a discourse model, whereas the way it is rephrased reflects students’ skill to use the new information in their own words. Retelling can also be treated as language practice focused on learning and practising new vocabulary and sentence structures. The research concentrated on fragments of text that were an extension of the original text that was retold by an elementary group of students of French philology (A2 level according to The Common European Framework of Reference for Languages, 2003) in Polish and French (the foreign language). Comparison of speech produced in the two languages made it possible to consider the nature and function of the learners’ discourse competence which, depending on the students’ personal goals and communicative experience, differed in the two cases. The data collected can serve as a starting point for planning further steps to develop students’ metadiscoursal awareness with the use of the retelling of a story as a learning strategy.

EN

This article is about a task which required learners to reformulate a story which they had listened to in writing. In the context of foreign language learning, the original text provides a discourse model, whereas the way it is rephrased reflects students’ skill to use the new information in their own words. Retelling can also be treated as language practice focused on learning and practising new vocabulary and sentence structures. The re-search concentrated on fragments of text that were an extension of the original text that was retold by an elementary group of students of French philology (A2 level according to The Common European Frame-work of Reference for Languages, 2003) in Polish and French (the for-eign language). Comparison of speech produced in the two languages made it possible to consider the nature and function of the learners’ dis-course competence which, depending on the students’ personal goals and communicative experience, differed in the two cases. The data col-lected can serve as a starting point for planning further steps to develop students’ metadiscoursal awareness with the use of the retelling of a sto-ry as a learning strategy.

Keywords

PL

nauczanie/uczenie się języka francuskiego jako obcego; przeformułowanie; odtwarzanie opowiadania; kompetencja dyskursywna; strategie uczenia się

EN

teaching/learning French as a foreign language; reformula-tion; retelling story; discourse competence; learning strategies; teaching/learning French as a foreign language; reformula-tion; retelling story; discourse competence; learning strategies

• Publisher: Polskie Towarzystwo Neofilologiczne
• Journal: Neofilolog
• Year: 2016
• Issue: 46/1
• Pages: 109-125

Dates

published

2018-09-24

Contributors

author

Katarzyna Karpińska-Szaj

• Uniwersytet im. Adama Mickiewicza w Poznaniu

author

Berbadeta Wojciechowska

• Uniwersytet im. Adama Mickiewicza w Poznaniu

References

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• Bronckart, J.-P. 2008. “Du texte à la langue, et retour: notes pour une “reconfiguration” de la didactique du français”. Pratiques 137-138: 97-116.
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• Karpińska-Szaj K. i Paprocka-Piotrowska, U. 2014. “La reformulation en tant que straté-gie d’apprentissage d’une LE: vers son exploitation dans des situations non-ordinaires”. Roczniki Humanistyczne LXII/10 Glottodydaktyka: 55-82.
• Karpińska-Szaj, K. i Wojciechowska, B. 2015. “La performance morphosyntaxique dans les tâches de reformulation écrite. Cas d’étudiants débutants de FLE”. Neofilolog 44/1: 73-90.
• Martinot, C. 2012. “De la reformulation en langue naturelle, vers son exploitation pé-dagogique en langue étrangère: pour une optimisation des stratégies d’apprentissage” (w) Autour de la compétence d’apprentissage de langues: ges-tion des ressources métacognitives et cognitives. (red. Karpińska-Szaj, K. i Zając, J.). Synergies-Pologne 9: 63-76.
• Préneron, C. i Martinot, C. (red.). 2013. “Récits d’enfants et d’adolescents : développe-ment typiques, atypiques, dysfonctionnements”. Approche neuropsychologique des apprentissages chez l’enfant N°124/ volume 25/ tome III: 233-348.
• Py, B. 1996. “Les données et leur rôle dans l’acquisition d’une langue non maternelle” (w) La construction interactive des discours de la classe de langue. Les carnets du Cediscor. Paris: Presses de la Sorbonne Nouvelle: 95-110.
• Véronique, D. 2005. “Les interrelations entre la recherche sur l’acquisition du français langue étrangère et la didactique du français langue étrangère. Quelques pistes de travail”. AILE 23: 9-41.

Identifiers

DOI

10.14746/n.2016.46.1.08