Written production and development of the language learning activity “reporting”: an experience with undergraduate students using the Moodle platform
DOI:
https://doi.org/10.22409/gragoata.v19i36.32986Keywords:
Written production. Language activity. Text genre.Abstract
This article aims at presenting a study of written production of undergraduate students that learn French as a Second Language, taking into account the role of text production as an instrument of language capacities development. In order to do so, the research is based on the theoretical framework of the Socio-Discursive Interactionism (SDI), according to the studies of Bronckart (1999, 2006, 2008), especially concerning about the use of text genres as a means for teaching and learning languages (Schneuwly; Dolz, 2004). The study consisted in the analysis of the written productions of undergraduate students taking the second semester of French as a Second Language, through the textual analyses model of the SDI, which includes the context of production and text architecture. The texts produced by the students were analysed in order to understand their learning path and identify how the students get in contact with the different social roles that they assume in each situation, besides verifying how these conditions reflect on the acquisition of language capacities (action, discursive and linguistic-discursive). The results show the appropriateness of this approach to the development of language capacities and, therefore, to the learning of written production in French.Downloads
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