The effectiveness of intercultural comparison tasks in written discourse development: An empirical research

• Authors: Judyta Pawliszko

Abstracts

EN

The paper aims at investigating the effectiveness of writing intercultural comparative essays during content and language integrated learning (CLIL) classes. This study briefly reviews the recent research into the written discourse competence development and examines if and how these results can be mirrored in currently applied second language teaching. Highlighting the prominence of intercultural comparison tasks in acquiring discourse competence and drawing largely from the questionnaire-based study, the author proposes suggestions for the written discourse improvement more fully addressing the task- and student-related dimensions of foreign language learning techniques.

Keywords

EN

written discourse competence; intercultural comparison; content and language integra- ted learning (CLIL); second language writing; discourse coherence and cohesion

• Publisher: Instytut Germanistyki Uniwersytetu Warszawskiego oraz Instytut Filologii Germańskiej Uniwersytetu Rzeszowskiego
• Journal: tekst i dyskurs - text und diskurs
• Year: 2021
• Issue: 15
• Pages: 385-396

Dates

published

2021

Contributors

author

Judyta Pawliszko

References

• Belmonte Isabel Alonso (2004): La subcompetencia discursiva. In: Sánchez Lobato Jesús, Santos Gargallo Isabel (eds.): Vademécum para la Formación de Profesores. Enseñar español como segunda lengua (L2)/lengua extranjera (LE). Madrid, 553-572. Google Scholar
• Canale Michael, Swain Merrill (1980): Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics, 1-39. Google Scholar
• Celce-Murcia Marianne, Dörnyei Zoltan, Thurrell Sarah (1995): Communicative competence: A pedagogically motivated model with content specifications. Issues in Applied Linguistics, 6(2), 5-35. Google Scholar
• Christie Frances, Martin James (1997): Genre and institutions: Social processes in the workplace and school. London. Google Scholar
• Coetze-Lachmann Debbie (2009): Assessment of subject-specific task performance of bilingual geography learners: Analysing aspects of subject-specific written discourse. Osnabrück. Google Scholar
• Coffin Caroline (2006): Learning the language of school history: the role of linguistics in mapping the writing demands of the secondary school curriculum. Journal of Curriculum Studies, 38(4), 413-429. Google Scholar
• Cope Bill, Kalantzis Mary (1993): The Power of Literacy and the Literacy of Power. London. Google Scholar
• Coyle Do (2007): Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies. International Journal of Bilingual Education and Bilingualism, 543-562. Google Scholar
• Coyle Do (2008): CLIL: A pedagogical approach from the European perspective. In: Van Deusen-Sholl Nelleke, Hornberger Nancy (eds.): Encyclopaedia of language and education: Volume 4: Knowledge about language. New York, 97-111. Google Scholar
• Coyle Do Hood, Philip Marsh David (2010): CLIL: Content and language integrated learning. Cambridge. Google Scholar
• Dalton-Puffer Christiane, Smit Ute (2007): Empirical Perspectives on CLIL Classroom Discourse. Frankfurt am Main. Google Scholar
• Escobar Cristina, Pérez-Vidal Carmen (2004): Teacher education for the implementation of a content and language integrated approach (CLIL) in the school system. In: Wilkinson Robert (ed.): Integrating Content and Language. Meeting the challenge of a multilingual higher education. Maastricht, 402-415. Google Scholar
• Halliday Michael, Hasan Ruqaiya (1976): Cohesion in English. London. Google Scholar
• Halliday Michael, Martin James (1993): Writing Science: Literacy and Discursive Power. Bristol/London. Google Scholar
• Hasan Ruqaiya, Williams Geoff (1996): Literacy in Society: Language Description and Language Education (Applied Linguistics and Language Study). Harlow. Google Scholar
• Heine Steven (2010): Cultural psychology. In: Fiske Susan, Gilbert Daniel, Lindzey Gardner (eds.): Handbook of social psychology. New York, 1423-1464. Google Scholar
• Heras Arantxa, Lasagabaster David (2015): The impact of CLIL on affective factors and vocabulary learning. Language Teaching Research, 70-88. Google Scholar
• Iragui Jasone Cenoz (2004): El concepto de competencia comunicativa. In: Sánchez Lobato Jesús, Santos Gargallo Isabel (eds.): Vademécum para la Formación de Profesores. Enseñar español como segunda lengua (L2)/lengua extranjera (LE). Madrid, 444-466. Google Scholar
• Jaroszek Marcin (2008): Factors determining the development of discourse competence in advanced learners of English. Katowice. Google Scholar
• Kaplan Robert (1966): Cultural thought patterns in intercultural education. Language Learning, 16, 1-20. Google Scholar
• Kuziak Michał, Rzepczyński Sławomir (2004): Jak pisać? Bielsko-Biała. Google Scholar
• Lasagabaster David (2008): Foreign language competence in content and language integrated learning courses. The Open Applied Linguistic Journal, 30-41. Google Scholar
• Llinares Ana (2007): The roles of language in CLIL. Cambridge. Google Scholar
• Llinares Ana, Whittaker Rachel (2006): Linguistic analysis of secondary school students’ oral and written production in CLIL contexts: Studying social science in English. Vienna English Working Papers, 15, 28-32. Google Scholar
• Loranc-Paszylk Barbara (2009): Europejski program CLIL i możliwości zwiększenia jego efektywności. Bielsko-Biała. Google Scholar
• Majewska Renata (2013): Zintegrowane kształcenie przedmiotowo-językowe. Dydaktyka zadaniowa a rozwój osobistej kompetencji komunikacyjnej w warunkach półautonomii. Poznań. Google Scholar
• Majewska Renata (2014): Rozwój kompetencji dyskursywnej na przykładzie porównań interkulturowych. Sprawozdanie z badań przeprowadzonych w klasach dwujęzycznych z językiem hiszpańskim. Języki Obce w Szkole, 2, 37-44. Google Scholar
• Martin James, Veel Robert (1998): Reading science: Critical and functional perspectives on discourses of science. London. Google Scholar
• Matthiessen Christian (2009): Meaning in the making: Meaning potential emerging from acts of meaning. Language Learning, 59, 206-229. Google Scholar
• McCabe Anne (2011): An Introduction to Linguistics and Language Studies. London. Google Scholar
• Richards Jack, Platt John, Platt Heidi (1993): Dictionary of language teaching & applied linguistics. London. Google Scholar
• Ruiz de Zarobe Yolanda (2010): Written production and CLIL. An empirical study. In: Dalton-Puffer Christice, Nikula Tarja, Smit Uta (eds.): Language use and language learning in CLIL classrooms. Amsterdam. Google Scholar
• Schleppegrell Mary (2004): The Language of Schooling: A Functional. Linguistics Perspective. New Jersey. Google Scholar
• Trujillo Sáez Fernando, Ortega Martín José Luis (1993): Dealing with texts in the EFL classroom. Granada. Google Scholar
• Unsworth Len (2000): Researching language in schools and communities: Functional linguistic perspectives. London. Google Scholar
• Whittaker Rachel, O’Donnell Mick, McCabe Anne (2006): Language and Literacy. Functional Approaches. London. Google Scholar
• Wilczyńska Weronika (2013): Dyskurs: brakujące ogniwo nierozerwalności kultury i języka, czyli o integracji w kształceniu neofilologów. Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik, 8, 133-152. Google Scholar
• Wolfe-Quintero Kate, Inagaki Shunji, Kim Hae-Young (1998): Second language development in writing: Measures of fluency, accuracy, and complexity. Honolulu. Google Scholar

Identifiers

DOI

10.7311/tid.15.2021.15

Biblioteka Nauki

2119688