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La compétence discursive au croisement de la médiation intralinguistique et de la compétence grammaticale : exemple de transposition d’un dialogue en texte narratif

100%
Grabowska M.
Studia Romanica Posnaniensia
|
2017
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vol. 44
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issue 2
125-145
EN
The aim of the paper is to study the impact of the instruction, focused either on the grammatical component (the indirect speech) or the discursive component (the transformation of a dialogue into narration) of the communication competence on the quality of intralinguistic mediation carried out by learners at higher levels of competence (from B2). We argue by the divergence between the productions resulting from the first and the second instruction a need to ensure a didactic transition from the exercise of indirect speech (work on form) to its actual discursive use (social practice), according to the principles of the action-oriented approach.
2
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Comment enseigner le discours scientifique en langue étrangère aux étudiants : la compétence discursive spécialisée à travers l’analyse des textes écrits

87%
Bobowska-Nastarzewska P.
Studia Romanica Posnaniensia
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2022
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vol. 49
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issue 2
87-97
EN
The aim of the paper is to identify the methods of teaching academic discourse in French on the example of a selected written text whose subject matter is concerned with linguistics in connection with other disciplines. The analysis uses as its starting point the assumptions of the theory of the linguistic image of the world (J. Bartmiński) and of the cognitive linguistics (G. Lakoff and M. Johnson, R.W. Langacker) as applied in glottodidactics. While reading and understanding a written text, students activate the process of schematization (abstraction) and categorization/recategorization (R.W. Langacker). Teacher’s role is to explain specialized lexis to students and make an attempt with them to analyse scientific texts from an interdisciplinary perspective. It is also important to familiarize students with the editorial rules applicable to diploma dissertations, both bachelor’s and master’s in French as well as the criteria of textuality, in-cluding cohesion, coherence, intentionality, acceptability, informativity, situationality, and intertextuality (R.A. De Beaugrande, W.U. Dressler).
3
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Traduction des textes de spécialité comme méthode d’apprentissage des langues de spécialité Specialist Text Translation as a Method of Teaching Specialist Languages

87%
Walkiewicz B.
Glottodidactica
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2012
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vol. 39
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issue 2
35-48
PL
Learning a specialist language entails developing a number of linguistic competencies, the most important of which is discursive competence enabling proper communication in a particular professional environment. Its development requires that the learner should become sensitive to the pragmatic aspects of specialist language use in a wider discursive context, with particular attention to genre norms forming a discursive polisystem of a given culture. This paper presents specialist text translation as one of the most effective ways of teaching a specialist language by improving discursive competence.
4
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DESARROLLO DE LA ORALIDAD DIRIGIDA EN ESPAÑOL COMO SEGUNDA LENGUA, MEDIANTE EL EMPLEO DEL TEXTO AUDIOVISUAL. UNA EXPERIENCIA PEDAGÓGICA

58%
García Méjica A. I.
Zeszyty Naukowe Uczelni Vistula
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2019
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issue 64(1) Filologia
40-54
ES
Los estudiantes no hispanohablantes que cursan actualmente los primeros años de las carreras en las disímiles facultades, deben adquirir habilidades que les permitan desarrollar rápidamente su competencia discursiva; esto facilita que se desempeñen eficazmente en el entorno sociocultural en el que se desenvuelven muchos de ellos, pero principalmente en el ámbito académico por el que actualmente transitan, y en el futuro, como egresados de su especialidad. Parte de esta responsabilidad corresponde a la asignatura Lengua española para los cursos de continuidad de estudios, que se oferta a los estudiantes que ingresan a las diferentes facultades de la Universidad de la Habana. Entre otras herramientas que se emplean, la utilización del texto audiovisual, gracias a su dinámica y diversidad de códigos, permite que la práctica oral de los estudiantes sea más productiva, espontánea y desinhibida, por lo que la continuidad de su aprendizaje del español, empleando este tipo de texto, se hace muy productiva y eficaz.
EN
Non-Spanish-speaking students who are currently in the early years of careers in dissimilar faculties must acquire skills that allow them to rapidly develop their discursive competence; This makes it easier for them to perform effectively in the socio-cultural environment in which many of them develop, but mainly in the academic environment they currently travel, and in the future, as graduates of their specialty. Part of this responsibility corresponds to the subject Spanish language for the courses of continuity of studies, which is offered to students who enter the different faculties of the University of Havana. Among other tools that are used, the use of the audiovisual text, thanks to its dynamics and diversity of codes, allows the oral practice of the students to be more productive, spontaneous and uninhibited, so that the continuity of their learning of Spanish, using this type of text, it becomes very productive and effective.
PL
Studenci nie znający języka hiszpańskiego, którzy są obecnie w początkowym okresie studiów na różnych kierunkach, powinni nabyć umiejętności, które pozwolą im szybko rozwinąć kompetencje dyskursywne; ułatwi im to skuteczne porozumiewanie się w środowisku społeczno-kulturowym, a zwłaszcza akademickim, w którym teraz przebywają, oraz w przyszłości po ukończeniu studiów. Część tej odpowiedzialności spada na przedmiot Język hiszpański dla kursów podyplomowych, który jest oferowany studentom, wstępującym na różne wydziały Uniwersytetu Hawańskiego. Wśród stosowanych technik występuje tekst audiowizualny, który dzięki dynamice i różnorodności kodów, pozwala, by praktyka mowy ustnej studentów była bardziej produktywna, spontaniczna i swobodna a kontynuacja nauki języka hiszpańskiego z użyciem tego typu tekstów - bardziej wydajna i skuteczna.
5
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La triangulación múltiple en la investigación-acción con ejemplos de investigación propia

58%
Majewska R.
Neofilolog
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2020
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issue 54/2
223-243
EN
The aim of the article is to reflect upon the possibilities offered by triangulation in qualitative research, with particular emphasis placed on action research. Various types of triangulation have been presented, including the most recommended multiple triangulation. A variety of advantages and functions of triangulation have been shown, first and foremost the ones which refer to dynamic, systemic and multicausal phenomena. All the theoretical considerations have been illustrated by the author’s own research conducted in Poland, in one of the bilingual sections with Spanish language in the secondary school. The research concerned the development of students’ discursive competence within the genre of an intercultural comparison, and its conditioning. The research used multiple triangulation: of data sources, of researchers, of methods and of data analysis, as well as temporal and special triangulation. The investigation is finished with conclusions of methodological nature.
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