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Stimulation of narration: from Examining Preconceptions to Education

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Klimovič M.
Journal of Preschool and Elementary School Education
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2014
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issue 6
85 -102
EN
Meaningful development of productive text competence in pupils of primaryschool age should be based on a detailed analysis of their intuitive conceptualisation of particular text models (narration, description, explication,argumentation), their characteristics and the method of creating text. In this paper we, therefore, focus on an analysis of 8-year-old children and their preconceptions of narration. The findings from the interviews with this group of 8 year-old children are presented in relation to the capacity of a particular pupil to create a narrative text. Utilising the intervention program Self-Regulated Strategy Development (Harris & Graham), we point out the pitfalls in developing the narrative competence of children. In doing so, it is essential to take into consideration the pupil’s conceptual, procedural, and metacognitive knowledge of text production.
2
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Kohärenzbildung in mehreren Sprachen. Überlegungen zu einem Analyseverfahren bei der Erforschung der individuellen Mehrsprachigkeit von angehenden Lehrpersonen für Englisch undDeutsch mit L1 Ungarisch am Beispiel der Textproduktion

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Perge G.
Linguistische Treffen in Wrocław
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2022
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issue 22
209-224
EN
This paper is devoted to the topic of coherence formation in three languages. In doing so, it presents an analysis procedure that aims to explore the interplay between text depth structure and text surface in comprehension. The paper investigates which text grammatical means are important in establishing text coherence in different languages and what influence they have on coherence formation in text comprehension. In coherence formation, the cohesion-creating linguistic devices visible on the text surface play a significant role. In this paper, resumption structure, conjunction, article use, and tense use are investigated in terms of their importance for coherence formation in text production in several languages. The investigation is based on student texts produced in a pilot study during the paraphrasing of source texts in three languages (Hungarian, German, English). These texts are subjected to an analysis procedure in this paper. The aim of the study is to record the conscious use of text grammatical devices and to describe similarities or differences between texts in the three languages. In the present paper, the question is addressed whether the text analysis procedure used to analyse the student texts proves to be purposeful and suitable in exploring the specifics of individual multilingualism among prospective teachers.
3
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Gender and Text: How Societal Awareness of Gender and Identity Diversity Changes the Production of Texts – Illustrated with the Example of German

75%
Scheller-Boltz D.
Academic Journal of Modern Philology
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2023
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issue 19
395-416
EN
Societies that need to deal with diversity also need to deal with the ways in which their members use texts, conventions for different text types and, consequently, with the production of texts itself. As societies change and become more diverse, texts will have to reflect this change eventually. Yet, how exactly does this social diversity affect our minds? How does the awareness of diversity influence our texts and their production? In this article, I will examine – primarily on the basis of general observations in the press and the media – the current developments in changes in German society. I will discuss social diversity and illustrate the different ways in which these factors influence speakers of German when they produce texts. By using examples from three categories of texts – oral texts, forms of address, job advertisements – I will show changes in text types and their conventions. The result of this study will be that a mix of different denominations or labels can increase the number of people reached, that language can perform substantially more functions and be substantially less discriminatory than is usually assumed, and that at the end of the day, generic masculine forms almost always address male persons exclusively. We will see that text types and their conventions are subject to change, and that this change is still evolving. Where this evolution of text types and their conventions will lead, remains to be seen.
4
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ESP STUDENTS’ VIEWS ON ONLINE LANGUAGE RESOURCES FOR L2 TEXT PRODUCTION PURPOSES

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Kozlova I., Presas M.
Teaching English with Technology
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2013
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vol. 13
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issue 3
35-52
EN
The use of online language resources for L2 text production purposes is a recent phenomenon and has not yet been studied in depth. Increasing availability of new online resources seems to be changing the very nature of L2 text production. The traditional dictionary, hitherto a default resource to help with language doubts, is being left behind while online resources are taking the lead. What are these resources? Do students need any specific training on how to use them? At what moment of L2 text production do students wish to resort to resources? Rather than analysing the usefulness of a specific kind of resource, this paper focuses on the students’ perceived needs. In particular, we would like to see to what extent our students are open to using language resources, if they are willing to master their use and, finally, if they use resources properly, which is with cognitive implication behind.
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