Research and teaching at the intersection: navigating the territory of grammar and writing in the context of metalinguistic activity
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Bruxelles ; Bern ; Berlin
Peter Lang
[2020]
|
| Schriftenreihe: | GRAMM-R
vol. 50 |
| Schlagworte: | |
| Online-Zugang: | Inhaltstext https://www.peterlang.com/view/product/78026?format=PBK Inhaltsverzeichnis |
| Beschreibung: | 670 Seiten Illustrationen 21 cm x 14.8 cm |
| ISBN: | 9782807614468 2807614469 |
Internformat
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| 245 | 1 | 0 | |a Research and teaching at the intersection |b navigating the territory of grammar and writing in the context of metalinguistic activity |c Anna Camps and Xavier Fontich (eds.) |
| 264 | 1 | |a Bruxelles ; Bern ; Berlin |b Peter Lang |c [2020] | |
| 264 | 4 | |c © 2020 | |
| 300 | |a 670 Seiten |b Illustrationen |c 21 cm x 14.8 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 490 | 1 | |a GRAMM-R |v vol. 50 | |
| 650 | 0 | 7 | |a Textproduktion |0 (DE-588)4184945-0 |2 gnd |9 rswk-swf |
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| 650 | 0 | 7 | |a Metalinguistik |0 (DE-588)4169561-6 |2 gnd |9 rswk-swf |
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| 653 | |a context | ||
| 653 | |a Fontich | ||
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| 653 | |a metalinguistic | ||
| 653 | |a Navigating | ||
| 653 | |a Raemdonck | ||
| 653 | |a teaching | ||
| 653 | |a territory | ||
| 653 | |a Thierry | ||
| 653 | |a Waser | ||
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| 776 | 0 | 8 | |i Erscheint auch als |n Online-Ausgabe, EPUB |z 978-2-8076-1448-2 |
| 776 | 0 | 8 | |i Erscheint auch als |n Online-Ausgabe, MOBI |z 978-2-8076-1449-9 |
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Datensatz im Suchindex
| _version_ | 1804182601324298240 |
|---|---|
| adam_text | CONTENT
FOREWORD
................................................................................................
25
J
EAN
-P
AUL
B
RONCKART
INTRODUCTION
..........................................................................................
29
A
NNA
C
AMPS
AND
X
AVIER
F
ONTICH
1.
THE
LINK
BETWEEN
THE
WRITING
PROCESS
AND
THE
LEARNING
PROCESS
.
33
2.
THE
MODEL
OF
WRITING
INSTRUCTIONAL
SEQUENCE
(WIS)
...............
35
3.
METALINGUISTIC
ACTIVITY
IN
WRITING
................................................
36
4.
STUDENTS
*
GRAMMAR
CONCEPTS
........................................................
38
5.
A
MODEL
FOR
TEACHING
GRAMMAR:
GRAMMAR
INSTRUCTIONAL
SEQUENCE
(GIS)
............................................................................
39
6.
METALINGUISTIC
ACTIVITY
AND
GRAMMAR
LEARNING
...........................
41
7.
WRITING,
GRAMMAR,
AND
METALINGUISTIC
ACTIVITY
..........................
41
7.1.
SYNTHESIS
AND
FINAL
CONSIDERATION
.....................................
43
PART
I.
WRITING
PROCESS
AND
LEARNING
PROCESS
DIFFERENT
PERSPECTIVES
ON
THE
TEACHING
AND
LEARNING
OF
WRITTEN
COMPOSITION
..............................................................................
47
A
NNA
C
AMPS
1.
THE
TEXT
.........................................................................................
48
2.
THE
WRITTEN
COMPOSITION
PROCESSES
..............................................
49
3.
THE
EMERGENCE
OF
THE
CONTEXT
.....................................................
52
4.
WRITING
AND
LEARNING
TO
WRITE
AS
DISCURSIVE
ACTIVITIES
................
54
5.
IN
CONCLUSION
................................................................................
58
10
CONTENT
TOWARDS
A
RENEWAL
OF
THE
TEACHING
OF
WRITTEN
COMPOSITION
IN
SCHOOLS
.........................................................................................
59
A
NNA
C
AMPS
1.
THE
WRITTEN
COMPOSITION
PROCESS
IS
COMPLEX
AND
INVOLVES
A
SERIES
OF
SUB-PROCESSES
AND
INTERRELATED
OPERATIONS
AT
DIFFERENT
LEVELS
...............................................................................
60
2.
WRITING
IS
A
SOCIAL
ACTIVITY
............................................................
62
3.
TO
LEARN
HOW
TO
WRITE,
SPEAKING
IS
NECESSARY
..............................
63
4.
THE
WRITING
ACTIVITY
......................................................................
64
5.
IN
CONCLUSION
................................................................................
65
SOME
OBSERVATIONS
ABOUT
ADOLESCENTS
*
CAPACITY
TO
REVISE
WRITTEN
TEXTS
..............................................................................................
67
A
NNA
C
AMPS
1.
REVISION
AS
A
SUB-PROCESS
.............................................................
68
2.
ANALYSIS
OF
THREE
STUDENTS
*
REVIEW
OPERATIONS
CARRIED
OUT
IN
A
GROUP
PRODUCTION
SITUATION
..........................................................
70
2.1.
DESCRIPTION
OF
THE
PLANNED
WORK
AND
THE
CONDITIONS
IN
WHICH
IT
WAS
COMPLETED
.......................................................
70
2.2.
ANALYSIS
OF
THE
PROTOCOLS
.....................................................
72
3.
SOME
OBSERVATIONS
AND
FINDINGS
..................................................
73
3.1.
LIMITED
SCOPE
IN
THE
REVISION
.............................................
74
3.2.
THE
LARGE
NUMBER
OF
REVISION
EPISODES
...............................
75
3.3.
REVISION
AS
A
RECURSIVE
OPERATION
.......................................
75
3.4.
REVISION
BEFORE
WRITING
.......................................................
79
3.5.
REVISION
THAT
DOES
NOT
ENTAIL
ANY
CHANGE
..........................
84
3.6.
THE
TRIGGER
FOR
A
REVISION
OPERATION
...................................
85
3.7.
DIFFERENT
LEVELS
OF
REVISION
..................................................
85
4.
CONCLUSIONS
..................................................................................
90
THE
REGULATION
OF
THE
PROCESS
OF
COLLABORATIVE
WRITTEN
COMPOSITION:
ANALYSIS
OF
THE
USE
OF
REVISION
GUIDELINES
.....
95
T
ERESA
R
IBAS
1.
RESEARCH
REFERENCES
......................................................................
96
1.1.
THEORETICAL
FRAMEWORK
........................................................
96
1.2.
METHODOLOGICAL
FRAMEWORK
................................................
98
CONTENT
11
2.
RESEARCH
DESIGN
..........................................................................
101
2.1.
FIELDWORK
...........................................................................
101
2.2.
DATA ANALYSED
.....................................................................
101
3.
RESEARCH
QUESTIONS
.....................................................................
102
4.
DATA
ANALYSIS
...............................................................................
103
4.1.
FIRST
ANALYSIS:
THE
WRITTEN
COMPOSITION
PROCESS
.............
103
4.2.
SECOND
ANALYSIS:
THE
FORMATIVE
ASSESSMENT
PROCESS
........
104
5.
CONCLUSIONS
................................................................................
109
LANGUAGE
*
PROJECTS
*
BETWEEN
THEORY
AND
PRACTICE
........................
113
A
NNA
C
AMPS
1.
TOWARDS
THE
BASIC
FOUNDATIONS
OF
PROJECT
WORK
.......................
114
1.1.
THE
PEDAGOGICAL
TRADITION
.................................................
114
1.2.
LANGUAGE
SCIENCES
FOCUSED
ON
THE
STUDY
OF
LANGUAGE
USE
115
1.3.
SOCIO-CULTURAL
PSYCHOLOGY
................................................
116
1.4.
COGNITIVE
PSYCHOLOGY
........................................................
117
1.5.
ACTIVITY
THEORY
...................................................................
118
1.6.
RESEARCH
IN
LANGUAGE
TEACHING
..........................................
118
2.
LANGUAGE
PROJECTS
.......................................................................
119
3.
A
MODEL
OF
HOW
PROJECTS
DEVELOP
..............................................
121
4.
SEQUENCE
OF
OBJECTIVES,
PLANNING,
AND
PROJECT
WORK
...............
126
5.
CONCLUSION
..................................................................................
128
PART
IL
WRITING
INSTRUCTIONAL
SEQUENCES
A
POETRY
EXHIBITION:
POEMS
TO
READ
AND
UNDERSTAND,
TO
RECITE,
TO
LOOK
AT,
TO
PLAY
WITH
...........................................................
131
M
ARTA
M
ILIAN
1.
A
POETRY EXHIBITION
....................................................................
133
2.
POEMS
TO
READ
.............................................................................
135
3.
POEMS
TO
BE
RECITED
....................................................................
137
4.
POEMS
TO
READ
AND
LOOK
AT
.........................................................
138
5.
POEMS
TO
PLAY
WITH
.....................................................................
139
6.
PREPARATION
OF
THE
EXHIBITION
....................................................
139
12
CONTENT
THE
MEDIEVAL
HERO:
A
PROJECT
ON
EUROPEAN
LITERATURE
...................
141
T
ERESA
C
OLOMER
,
M
ARTA
M
ILIAN
,
T
ERESA
R
IBAS
,
O
RIOL
G
UASCH
AND
A
NNA
C
AMPS
1.
WHY
THE
MEDIEVAL
HERO?
............................................................
142
2.
PROJECT
PLANNING
..........................................................................
143
3.
THE
SELECTION
OF
TEXT
FRAGMENTS
.................................................
147
4.
SUPPORT
MATERIALS
.......................................................................
148
5.
LEARNING
ACTIVITIES
......................................................................
150
THE
COMPOSITION
OF
THE
NEWS
............................................................
153
F
ELIPE
Z
AYAS
1.
THE
TEXT
PLAN
...............................................................................
153
2.
WRITING
THE
HEADLINE
...................................................................
155
3.
FROM
THE
HEADLINES
TO
THE
LEAD
..................................................
157
4.
THE
BODY
OF
THE
NEWS:
COHESION
PROCEDURES
...........................
158
5.
CONCLUSIONS
................................................................................
159
AND
WHAT
DID
YOU
FEEL
WHEN...?
INTERVIEW
WITH
A
CHARACTER
.........
161
X
AVIER
F
ONTICH
1.
READING
THE
NOVEL
.......................................................................
162
2.
BEHAVIOUR
OF
THE
CHARACTERS
AND
THE
BACKDROP
OF
WAR
.............
163
3.
SCRIPT
OF
THE
SEQUENCE
.................................................................
165
4.
INTERVIEW
OF
A
CHARACTER
.............................................................
165
4.1.
WHY
INTERVIEW
A
CHARACTER?
..............................................
166
4.2.
WHY
AN
INTERVIEW?
............................................................
167
5.
PLANNING
AND
WRITING
THE
INTERVIEW
..........................................
168
5.1.
SYNOPSIS
OF
THE
WORK,
FORMULATION
OF
QUESTIONS
AND
ANSWERS,
AND
INCLUSION
OF
REPORTING
VERBS
.......................
168
5.2.
LEXICAL
MODALITY
TO
INDIRECTLY
CONVEY
ONES
OWN
OPINION
...
169
5.3.
LIVE
WRITING
.......................................................................
170
6.
FINAL
IDEAS
...................................................................................
173
WRITING
THEATRE
REVIEWS
......................................................................
175
N
URIA
F
ARRERA
1.
THE
WRITING
OF
THEATRE
CRITICISM
AND
ITS
PEDAGOGIC
INTEREST
....
176
2.
THE
PARAMETERS
OF
THE
EXPERIENCE
..............................................
176
CONTENT
13
3.
DYNAMICS
AND
CONTENT
OF
THE
DIFFERENT
SESSIONS
......................
178
4.
FINAL
OBSERVATIONS
.......................................................................
180
PART
III.
METALINGUISTIC
ACTIVITY
IN
THE
PROCESS
OF
WRITING
METALINGUISTIC
ACTIVITY
IN
LEARNING
TO
WRITE
....................................
185
A
NNA
C
AMPS
AND
M
ARTA
M
ILIAN
1.
ABOUT
THE
CONCEPT
*
METALINGUISTIC
*
..........................................
186
2.
AGREEMENTS
AND
CONTROVERSIES
...................................................
199
INTERLINGUISTIC
REFLECTION
IN
TEACHING
AND
LEARNING
LANGUAGES
....
203
O
RIOL
G
UASCH
1.
THEORETICAL
FRAMEWORK
...............................................................
204
1.1.
THE
CONNECTIONS
BETWEEN
THE
LINGUISTIC
KNOWLEDGE
OF
DIFFERENT
LANGUAGES
............................................................
204
1.2.
STUDENTS
*
CONSTRUCTION
OF
GRAMMATICAL
KNOWLEDGE
.........
205
1.3.
ACQUISITION
OF
TEMPORALITY
...............................................
206
2.
THE
WORK
PROJECT
........................................................................
207
2.1.
THE
DEVELOPMENT
OF
SOME
OF
THE
ACTIVITIES
CARRIED
OUT
IN
THE
SECOND
PHASE
...........................................................
207
2.2.
SUMMARY
OF
THE
ACTIVITY
DEVELOPED
BY
THE
GROUP
...........
208
3.
CONCLUSIONS
................................................................................
210
METALINGUISTIC
ACTIVITY
IN
GROUP
WRITING
SITUATIONS:
THE
INFLUENCE
OF
PEDAGOGIC
SITUATIONS
AND
GROUP
CHARACTERISTICS
.............
213
T
ERESA
R
IBAS
,
N
URIA
F
ARRERA
AND
A
NNA
C
AMPS
1.
THE
TEACHING/LEARNING
SITUATION
................................................
215
2.
ANALYSIS
OF
THE
METALINGUISTIC
ACTIVITY
......................................
217
2.1.
ANALYSIS
OF
THE
METALINGUISTIC
ACTIVITY
CARRIED
OUT
DURING
THE
PRODUCTION
OF
THE
FIRST
DRAFT
..........................
218
2.1.1.
UTTERANCES
WITH
A
METALINGUISTIC
FUNCTION
.............
218
2.1.2.
REFORMULATION
IN
THE
PROCESS
OF
PRODUCING
DRAFTS
OR
INITIAL
TEXTS
..............................................................
220
2.2.
REFERENCES
TO
THE
GUIDELINE
AND
INCIDENCE
OF
THE
GUIDELINE
IN
THE
METALINGUISTIC
ACTIVITY
...........................
224
3.
CONCLUSIONS
................................................................................
227
14
CONTENT
PART
IV.
STUDENTS
9
GRAMMAR
CONCEPTS
LEARNING
GRAMMAR
................................
233
A
NNA
C
AMPS
1.
WHAT
DOES
*
TO
KNOW
GRAMMAR
*
MEAN?
....................................
234
1.1.
IMPLICIT
GRAMMAR
AND
EXPLICIT
GRAMMAR
.........................
234
1.2.
METALINGUISTIC
ACTIVITY
.......................................................
236
1.3.
AN
INTEGRATIVE
APPROACH
.................................
239
2.
THE
GRAMMATICAL
KNOWLEDGE
OF
THE
LEARNERS
.............................
241
2.1.
STUDIES
ON
THE
DEVELOPMENT
OF
LANGUAGE
.........................
242
2.2.
THE
SPECIFIC
DEVELOPMENT
OF
CHILDREN
*
S
METALINGUISTIC
ACTIVITY
................................................................................
243
2.3.
THE
GRAMMAR
CONCEPTS
OF
THE
APPRENTICES
.......................
245
2.4.
A
SEARCH
ON
THE
CATEGORY
*
PRONOUN
*
................................
247
2.5.
SOME
GENERAL
CONCLUSIONS
.................................................
248
3.
FINAL
REFLECTIONS
...........................................................................
250
THE
GRAMMATICAL
CONCEPTS
OF
SECONDARY
SCHOOL
STUDENTS:
THE
PERSONAL
PRONOUN
....................................................................
253
A
NNA
C
AMPS
,
M
ARTA
M
ILIAN
,
O
RIOL
G
UASCH
,
F
RANCISCA
P
EREZ
,
T
ERESA
R
IBAS
AND
M
ONTSERRAT
C
ASTELLO
1.
METHODOLOGY
OF
THE
RESEARCH
.....................................................
256
2.
DATA
ANALYSIS
AND
DISCUSSION
OF
THE
RESULTS
...............................
257
2.1.
DEFINITION
OF
PRONOUN
......................................................
258
2.2.
IDENTIFICATION
OF
PRONOUNS
IN
A
TEXT
.................................
258
3.
THE
INTERVIEWS
.............................................................................
262
4.
UNDERLYING GRAMMATICAL
CONCEPTS
.............................................
266
4.1.
THE
CONCEPT
OF
SUBSTITUTION
..............................................
267
4.2.
THE
CONCEPT
OF
REFERENT
......................................................
270
5.
CONCLUSIONS
................................................................................
270
SECONDARY
SCHOOL
STUDENTS
*
GRAMMATICAL
CONCEPTS:
THE
SUBJECT
..
273
G
EMA
N
OTARIO
1.
THEORETICAL
UNDERPINNINGS
AND
PREVIOUS
EMPIRICAL
STUDIES
...
274
1.1.
PREVIOUS
RESEARCH
ON
STUDENTS
*
GRAMMATICAL
CONCEPTS
....
274
1.2.
THE
CONCEPT
OF
*
SUBJECT
*
AND
ITS
PROBLEMS
......................
275
CONTENT
15
2.
AN
EMPIRICAL
APPROACH
TO
THE
CONCEPT
OF
SUBJECT
IN
STUDENTS
IN
THE
4TH
YEAR
OF
COMPULSORY
SECONDARY
SCHOOL
......................
278
2.1.
OBJECTIVES
AND
METHODOLOGY
...........................................
278
2.2.
DATA
COLLECTION
..................................................................
278
3.
RESULTS
........................................................................................
279
3.1.
DEFINITION
OF
SUBJECT
.........................................................
279
4.2.
IDENTIFICATION
OF
THE
SUBJECT
.............................................
281
3.2.
INTERVIEWS
..........................................................................
282
4.
CONCLUSIONS
...............................................................................
284
SECONDARY
SCHOOL
STUDENTS
*
GRAMMATICAL
REPRESENTATIONS
AND
METALINGUISTIC
ACTIVITY:
THE
*
VERB
*
CATEGORY
........................
287
C
ARME
D
UR
A
N
1.
RESEARCH
FRAMEWORK
...........................................................
288
1.1.
STUDENTS
*
GRAMMATICAL
REPRESENTATIONS
...........................
288
1.2.
THE
EPISTEMOLOGICAL
DIFFICULTIES
OF
THE
CATEGORY
*
VERB
*
...
290
1.3.
METALINGUISTIC
ACTIVITY
AND
THE
APPROPRIATION
OF
GRAMMATICAL
KNOWLEDGE
...................................................
292
2.
THE
CURRENT
STUDY
.......................................................................
293
3.
ANALYSIS
OF
THE
DATA
AND
COMMENTS
OF
THE
RESULTS
....................
294
3.1.
IDENTIFICATION
OF
THE
VERB
AND
RECOGNITION
OF
VERB
TENSE
.
294
3.2.
DEFINITION
OF
THE
CATEGORY
.................................................
299
3.3.
RELATIONSHIPS
BETWEEN
DECLARATIVE
KNOWLEDGE
AND
PROCEDURAL
KNOWLEDGE
.......................................................
302
3.4.
INTERVIEWS
......................................................................
302
4.
CONCLUSIONS
........................................................................
306
PARTV.
THE
TEACHING
OF
GRAMMAR:
GRAMMAR
INSTRUCTIONAL
SEQUENCES
THE
TEACHING
OF
GRAMMAR
..................................................................
311
A
NNA
C
AMPS
1.
THE
NATURE
OF
GRAMMATICAL
KNOWLEDGE
...................................
311
1.1.
ON
THE
MEANINGS
OF
THE
TERM
*
GRAMMAR
*
......................
311
1,1.1.
GRAMMAR
AS
AN
IMPLICIT
KNOWLEDGE
......................
311
16
CONTENT
1.1.2.
GRAMMAR
AS
A
SCIENTIFIC
KNOWLEDGE
ABOUT
LANGUAGE
..................................................................
312
1.1.3.
METALINGUISTIC
KNOWLEDGE
........................................
313
1.2.
THE
NATURE
OF
GRAMMATICAL
KNOWLEDGE
STUDENTS
ARE
ASKED
ABOUT
................................................................
313
2.
THE
OBJECTIVES
OF
TEACHING
GRAMMAR
..........................................
315
2.1.
TO
IMPROVE
THE
USES
OF
LANGUAGE
THROUGH
THE
MASTERY
OF
LINGUISTIC-DISCURSIVE
FORMS
............................................
315
2.2.
TO
PROVIDE
INSTRUMENTS
TO
SOLVE
SOME
SPELLING
PROBLEMS
.............................................................................
318
2.3.
TO
PREPARE
TO
ACQUIRE
OTHER
LANGUAGES,
ESPECIALLY
FOREIGN
ONES
.......................................................................
318
2.4.
TO
DEVELOP
INTELLIGENCE
......................................................
319
2.5.
TO
REFLECT
ON
THE
LANGUAGE
AND
ITS
STRUCTURE,
BECAUSE
LANGUAGE
IS
AN
INTERESTING
DOMAIN
OF
STUDY
IN
ITSELF
........
319
3.
CONTRIBUTIONS
OF
LANGUAGE
SCIENCES
TO
THE
DELIMITATION
OF
THE
CONTENT
OF
GRAMMATICAL
EDUCATION
.....................................
320
3.1.
LINGUISTIC
STRUCTURALISM
.....................................................
321
3.2.
TRANSFORMATIONAL-GENERATIVE
GRAMMAR
(TGG)
............
322
3.3.
ENUNCIATIVE
THEORIES
..........................................................
323
3.4.
STUDIES
ON
TEXT
AND
DISCOURSE
...........................................
324
3.5.
COGNITIVE
LINGUISTICS
.........................................................
325
4.
THE
CONTENTS
OF
GRAMMATICAL
EDUCATION
...................................
326
5.
PLANNING
GRAMMATICAL
CONTENTS
................................................
328
5.1.
DOMAIN
OF
LANGUAGE
SYSTEM
.............................................
330
5.2.
DOMAIN
OF
LANGUAGE
USE
....................................................
331
6.
METHODOLOGICAL
IMPLICATIONS
.....................................................
331
6.1.
LEARN
GRAMMAR
FROM
WRITTEN
COMPOSITION
PROJECTS
.......
332
6.2.
FROM
THE
DEVELOPMENT
OF
THE
GRAMMATICAL
OBJECT
TO
THE
CREATION
OF
THE
CONCEPT
...............................................
333
6.3.
INVESTIGATE
THE
USES
OF
PERSONAL
PRONOUNS
.......................
334
INSTRUCTIONAL
SEQUENCES
TO
WORK
ON
GRAMMAR
AT
SCHOOL
..............
337
A
NNA
C
AMPS
,
M
ARTA
M
ILIAN
,
O
RIOL
G
UASCH
AND
T
ERESA
R
IBAS
1.
PROPOSALS
SUBORDINATE
TO
TEXT
PRODUCTION
AND
COMPREHENSION
.......................................................................
339
CONTENT
17
2.
INSTRUCTIONAL
SEQUENCES
THAT
START
OFF
WITH
A
REFLECTION
ON
LANGUAGE
......................................................................................
345
3.
TOWARDS
A
MODEL
FOR
TEACHING
GRAMMAR:
GRAMMAR
INSTRUCTIONAL
SEQUENCE
(GIS)
..................................................
352
4.
CONCLUSIONS
...............................................................................
355
THE
CONSTRUCTION
OF
SECONDARY
STUDENTS
9
GRAMMATICAL
KNOWLEDGE
THROUGH
RESEARCH
AND
REASON:
THE
USE
OF
THE
PRONOUN
*
HI
*
IN
SPOKEN
CATALAN
........................................................................
357
A
NNA
C
AMPS
AND
X
AVIER
F
ONTICH
1.
RESEARCH
OBJECTIVES
.....................................................................
359
2.
GRAMMAR
INSTRUCTIONAL
SEQUENCES
(GIS)
.................................
359
3.
PROJECT
WORK
TO
EXPLORE
THE
POSSIBILITIES
OF
THE
MODEL
............
361
4.
GIS
IMPLEMENTATION
.................................................................
362
5.
LAST
CONSIDERATIONS
...............................
.
....................................
367
TOWARDS
A
PEDAGOGICAL
GRAMMAR
.....................................................
369
F
ELIPE
Z
AYAS
1.
COMMUNICATIVE-APPROACH
SYNTAX?
............................................
370
2.
TOWARDS
SEMANTIC-ORIENTED
SYNTAX
FOR
SCHOOL
..........................
373
2.1.
THE
VERB
AS
THE
SENTENCE
ORGANIZER
...................................
374
2.2.
VERB,
VERB
ARGUMENTS
AND
HEADLINES
................................
376
2.3.
VERB
ARGUMENTS
IN
NARRATIVE
TEXTS
....................................
379
3.
THE
WORD
ORDER
IN
THE
SENTENCE
................................................
381
4.
SENTENCE
COMPOSITION:
COHESIVE
STYLE
......................................
384
5.
CONCLUSIONS
...............................................................................
386
5.1.
BEYOND
JUST
A
CHANGE
IN
LANGUAGE
DESCRIPTION
MODELS
AND
METALANGUAGE
.............................................................
386
5.2.
SEMANTICS
AND
PRAGMATICS
AS
CORE
ASPECTS
......................
387
5.3.
SENTENCE
AND
DISCOURSE
LEVELS
...........................................
388
TOWARDS
A
GRAMMAR
FOR
TEACHING:
DEFINITION
AND
DESCRIPTION
....
389
A
NNA
C
AMPS
AND
M
ARTA
M
ILIAN
1.
A
GRAMMAR
OF
REFERENCE:
NORMATIVE,
DESCRIPTIVE
AND
CONTRASTIVE
..............................................................................
390
18
CONTENT
2.
THE
FOUNDATIONS
OF
A
GRAMMAR
FOR
LANGUAGE
TEACHING
AND
LEARNING
........................................................................................
392
3.
ADDRESSING
THE
STUDY
OF
LINGUISTIC-DISCURSIVE
FORMS
FROM
PRAGMATIC,
SEMANTIC
AND
FORMAL
VIEWPOINTS
.............................
393
4.
OFFERING
TOOLS
TO
MAKE
GRADUAL
KNOWLEDGE
OF
GRAMMAR
POSSIBLE
........................................................................................
396
5.
PROVIDING
SYSTEMATIC
KNOWLEDGE
OF
GRAMMAR
CONCEPTS
...........
401
6.
FACILITATING
THE
LINK
BETWEEN
SYSTEMATIC
KNOWLEDGE
AND
THE
USE
OF
LANGUAGE
............................................................................
403
7.
PROVIDING
CRITERIA
FOR
SEQUENCING
THE
SYLLABUS
THROUGHOUT
PRIMARY
AND
SECONDARY
EDUCATION
.............................................
405
7.1.
INTERRELATING
SYNTAX
AND
DISCOURSE
...................................
406
7.2.
ADAPTING
TO
THE
LEVEL
OF
PSYCHOLINGUISTIC
DEVELOPMENT
..
408
7.3.
REGULATING
THE
TRANSITION
FROM
THE
USE
OF
LANGUAGE
FORMS
TO
THE
GENERALIZATION
OF
THE
CONCEPT
......................
409
8.
FINAL
REFLECTION
............................................................................
411
PART
VI.
METALINGUISTIC
ACTIVITY
AND
GRAMMAR
LEARNING
METALINGUISTIC ACTIVITY
AND
LEARNING
GRAMMAR:
TOWARDS
A
TEACHING
MODEL
BASED
ON
REFLEXIVE
ACTIVITY
...........................................
415
A
NNA
C
AMPS
1.
THE
OBSTACLES
IN
GRAMMATICAL
LEARNING
.....................................
418
1.1.
OBSTACLES
REFERRING
TO
CONTENT
..........................................
418
1.2.
OBSTACLES
REFERRING
TO
THE
MODES
OF
REASONING
ACCESSIBLE
TO
STUDENTS
.........................................................
420
1.3.
METHODOLOGICAL
OBSTACLES
.................................................
424
2.
GRAMMAR
INSTRUCTIONAL
SEQUENCES
............................................
426
3.
FINAL
CONSIDERATION
.....................................................................
431
THE
VERB,
CENTRE
OF
THE
SENTENCE:
STUDENTS
CLASSIFY
VERBS
BY
CONSIDERING
VERBAL
COMPLEMENTS
...........................................
433
X
AVIER
F
ONTICH
1.
SENTENCE-BASED
LANGUAGE
STUDIES
WHICH
FOCUS
ON
THE
VERB
......
433
2.
THE
VERB
IN
THE
CLASSROOM
TO
STUDY
THE
SENTENCE
.....................
434
3.
AN
INTERVENTION
SEQUENCE:
THE
VERB
AS
THE
SENTENCE
CORE
AND
THE
CLASSIFICATION
OF
VERBS
ACCORDING
TO
VERBAL
COMPLEMENTS
...
436
CONTENT
19
4.
ANALYSIS
AND
INTERPRETATION
OF
THE
FOUR
DIALOGUES
....................
439
5.
CONCLUSIONS
...............................................................................
446
HIE
CONSTRUCTION
OF
GRAMMATICAL
KNOWLEDGE
BY
STUDENTS
OF
PRIMARY
AND
SECONDARY
EDUCATION:
SOME
APPROACHES
TO
THE
LEARNING
OF
THE
VERB
.......................
449
M
ARIONA
C
ASAS
-D
ESEURES
,
C
ARME
D
URAN
AND
X
AVIER
F
ONTICH
1.
APPROACHING
THE
VERB
IN
THE
CLASSROOM
....................................
450
2.
METHODOLOGY
...............................................................................
452
3.
RECOGNITION
OF
THE
RETROSPECTIVE
VALUE
OF
THE
PRESENT
TENSE
BY
PRIMARY-SCHOOL
STUDENTS
........................................................
453
3.1.
STRATEGIES
TO
BUILD
KNOWLEDGE
ABOUT
THE
RETROSPECTIVE
VALUE
...................................................................................
455
3.2.
INTERACTION
AS
A
STRATEGY
TO
PROMOTE
METALINGUISTIC
REFLECTION
............................................................................
457
4.
THE
CONCEPTUALIZATION
OF
VERB
MOOD
AND
MOOD
VALUES
BY
SECONDARY
STUDENTS
.....................................................................
459
4.1.
FROM
MEANING
TO
LINGUISTIC
FORM,
FROM
USE
TO
GRAMMAR
CONCEPTUALIZATION
..............................................................
462
4.2.
THE
NOTION
OF
VERB
MOOD
THAT
EMERGES
FROM
STUDENTS
*
METALINGUISTIC
WRITING
......................................................
464
5.
METALINGUISTIC
REFLECTION
ON
VERB
COMPLEMENTATION
BY
SECONDARY
SCHOOL
STUDENTS
.........................................................
466
5.1.
ANALYSIS
OF
FOUR
VERB
COMPLEMENTATION
SEGMENTS
..........
468
6.
CONCLUSIONS
AND
IMPLICATIONS
...................................................
473
METALINGUISTIC
ACTIVITY
DURING
A
TASK
OF
SEGMENTING
A
TEXT
INTO
WORDS
IN
EARLY
PRIMARY
SCHOOL
...............................................
475
M
ARIA
R
OSA
G
IL
AND
M
ONTSERRAT
B
IGAS
1.
THE
TASK:
CHARACTERISTICS,
PARTICIPANTS
AND
REALIZATION
.............
476
2.
ANALYSIS
AND
RESULTS
...................................................................
477
2.1.
ON
COMPETENCE
IN
GRAPHIC
SEGMENTATION
.......................
478
2.2.
ON
METALINGUISTIC
KNOWLEDGE
..........................................
482
3.
LAST
CONSIDERATION
......................................................................
486
20
CONTENT
PART
VII.
WRITING,
GRAMMAR
AND
METALINGUISTIC
ACTIVITY
THE
INSTRUCTIONAL
SEQUENCE
MODEL,
TWENTY
YEARS
ON:
A
VALID MODEL
FOR
TEACHING
HOW
TO
LEARN
AND
LEARNING
HOW
TO
TEACH
........
489
M
ARTA
M
ILIAN
1.
CHANGES
AND
EVOLUTION
IN
THEORETICAL
APPROACHES
....................
490
2.
CHANGES
AND
EVOLUTION
IN
THE
INSTITUTIONAL
FRAMEWORK
OF
EDUCATION
.....................................................................................
498
3.
THE
EVOLUTION
AND
EXPANSION
OF
THE
IS
......................................
501
4.
CONCLUSION
..................................................................................
503
GRAMMAR
AND
WRITING
IN
LATE
PRIMARY:
NOUN
COMPLEMENT
.........
505
X
AVIER
F
ONTICH
AND
M
ARTA
G
IRALT
1.
A
FRAMEWORK
FOR
WORKING
ON
GRAMMAR
AT
SCHOOL
....................
506
2.
DESIGN
OF
THE
SEQUENCE
...............................................................
507
3.
STUDENTS
TALK
TO
LEARN
GRAMMAR
................................
509
4.
SOME
FINAL
OBSERVATIONS
ABOUT
THE
SEQUENCE
............................
512
GRAMMAR
INSTRUCTION
AND
WRITING:
THE
ROLE
OF
REVISION
..............
515
C
ARMEN
R
ODRIGUEZ
G
ONZALO
1.
GRAMMAR
REVISION
AND
METALINGUISTIC
AWARENESS:
THE
USE
OF
PAST
TENSES
....................................................................................
518
2.
THE
REVISION
OF
THE
TEXT:
DATA
....................................................
519
3.
THE
INTERACTIONS
DURING
THE
REVISION:
THE
CASE
OF
MARIA
..........
520
4.
DISCUSSION
AND
CONCLUSION
.....................................................
524
SAYING
*
WHAT
IT
IS
*
:
THE
HYPERNYM
IN
EARLY
SECONDARY
SCHOOL
....
529
R
OSALIA
D
ELGADO
1.
THE
INSTRUCTIONAL
SEQUENCE
TO
DESIGN
A
CROSSWORD
PUZZLE
.........
530
2.
COMMENT
ON
RESULTS
.........................................................
532
2.1.
LANGUAGE
USE
.....................................................................
533
2.2.
METALINGUISTIC
KNOWLEDGE
................................................
534
2.3.
METALANGUAGE
.....................................................................
535
3.
INVITATIONS
TO
REFLECTION
..............................................................
536
CONTENT
21
PART
VIII.
AN
APPROACH
TO
RESEARCH
INTO
LANGUAGE
TEACHING
RESEARCH
IN
LANGUAGE
PEDAGOGY
AT
THE
CROSSROADS
OF
MANY
PATHS
...
541
A
NNA
C
AMPS
1.
LANGUAGE
PEDAGOGY/DIDACTICS
OF
LANGUAGE
AS
A
FIELD
OF
KNOWLEDGE
AND
SPECIFIC
RESEARCH
................................................
542
2.
THE
PEDAGOGIC
SYSTEM
................................................................
544
3.
THE
DYNAMIC
PROCESSES
OF
TEACHING
AND
LEARNING
LANGUAGES
....
547
4.
THE
RELATIONSHIP
BETWEEN
THEORY AND
PRACTICE
.........................
550
5.
SOME
CURRENT
QUESTIONS
CONCERNING
THE
TEACHING
OF
LANGUAGE
WHICH
SHOULD
BE
INVESTIGATED
....................................................
551
5.1.
THE
CONTENTS
OF
EDUCATION
IN
RELATION
TO
CURRICULAR
FORMULATIONS
.....................................................................
551
5.2.
ORAL
AND
WRITTEN
GENRES:
A
DIVERSITY
THAT
CONVERGES
IN
THE
SCHOOL
ENVIRONMENT
....................................................
552
5.3.
GRAMMATICAL
KNOWLEDGE
AND
THE
USE
OF
LANGUAGE:
A
PROBLEMATIC
RELATIONSHIP
..................................................
553
5.4.
PLURILINGUALISM:
A
TERM
THAT
HIDES
DIVERSE
PROBLEMS
.....
554
5.5.
THE
LINGUISTIC-DIDACTIC
TEACHER
EDUCATION
......................
555
6.
A
FINAL
REFLECTION
.........................................................................
556
INTERACTION
OF
CONTEXTS
WITHIN
RESEARCH
IN
WRITING
COMPOSITION
...
557
M
ARTA
M
ILIAN
1.
RESEARCH
AS
AN
ACTIVITY
SYSTEM
...................................................
558
2.
RESEARCH
PLANNING
.....................................................................
560
3.
CHANGES
THROUGHOUT
THE
RESEARCH
ACTIVITY
...............................
562
4.
DATA
ANALYSIS
..............................................................................
566
5.
CONCLUSIONS
...............................................................................
567
5.1.
CONCLUSIONS
ON
THE
RESULTS
OF
THE
RESEARCH
......................
567
5.2.
CONCLUSIONS
ON
THE
RESEARCH
ACTIVITY
IN
LANGUAGE
PEDAGOGY
............................................................................
569
INTERVENTION,
INNOVATION,
AND
RESEARCH:
A
NECESSARY
RELATIONSHIP
FOR
PEDAGOGY
............................................................................
573
A
NNA
C
AMPS
1.
HUMAN
ACTIVITIES
AS
A
TARGET
OF
RESEARCH
..................................
574
22
CONTENT
2.
SCIENTIFIC
KNOWLEDGE
IN
THE
FIELD
OF
TEACHING
............................
576
2.1.
RELATIONSHIP
BETWEEN
THE
KNOWLEDGE
THAT
ARISES
FROM
PRACTICE
AND
THE
SYSTEMATIC
KNOWLEDGE
............................
576
2.2.
SYSTEMATIZING
KNOWLEDGE
ABOUT
SOMETHING
THAT
IS
DYNAMIC
AND
CHANGING
......................................................
577
3.
THE
LEVELS
OF
INVESTIGATION
IN
AND
ON
ACTION
.............................
579
4.
CONCLUSION
...................................................................................
581
THE
CONSTRUCTION
OF
WRITTEN
DISCOURSE
IN
AN
ACADEMIC
ENVIRONMENT:
A
VISION
INTO
THE
DYNAMICS
OF
LEARNING
DISCURSIVE
GENRES
.........................................................................................
583
A
NNA
C
AMPSAND
P
ATRICIA
U
RIBE
1.
THE
STUDY
.....................................................................................
584
2.
THE
BASIC
THEORETICAL-CONCEPTUAL
FRAMEWORK
............................
586
2.1.
DISCURSIVE
GENRES
AS
AN
ACTIVITY
.........................................
586
3.
SOME
KEY
CONCEPTS
OF
THE
THEORY
OF
ACTIVITY
.............................
588
3.1.
ACTIVITY
AND
ACTION
.............................................................
589
3.2.
SIGNIFICANCE
AND
MEANING
..................................................
590
3.3.
THE
SYSTEMS
OF
ACTIVITY
......................................................
591
4.
WHAT
THE
DATA
OF
THIS
STUDY
CONTRIBUTE:
AN
APPROACH
TO
UNDERSTANDING
LEARNING
THROUGH
THE
WRITING
OF
ACADEMIC
GENRES
...........................................................................................
593
4.1.
DIVERSITY
AND
CONFLUENCE
OF
GENRES
IN
WRITING
SITUATIONS
594
4.2.
INTERRELATION
OF
ACTIVITY
SYSTEMS
........................................
595
4.3.
CONTRADICTIONS
(TENSIONS)
BETWEEN
ACTIVITY
SYSTEMS
.......
600
4.4.
CONTRADICTIONS
(TENSIONS)
FUELLING
LEARNING
BY
TRIGGERING
A
ZONE
OF
PROXIMAL
DEVELOPMENT
.....................
603
5.
CONCLUSIONS
................................................................................
608
POSTFACE
.................................................................................................
611
A
NNA
C
AMPS
AND
X
AVIER
F
ONTICH
(A)
THE
ROLE
OF
GRAMMAR
WITHIN
THE
PROCESS
OF
TEACHING
AND
LEARNING
TO
WRITE
..........................................................................
612
(B)
THE
VARIOUS
GRAMMATICAL
SUBSYSTEMS
PROVISIONALLY
OUTSIDE
THE
COMMUNICATIVE
FLOW
...................................................................
613
(C)
THE
TEACHING
OF
GRAMMAR
AS
AN
END
IN
ITSELF
..................................
614
CONTENT
23
(D)
THE
CONTRAST
BETWEEN
LANGUAGES
OR
BETWEEN
(SOCIAL,
GEOGRAPHICAL
AND
FUNCTIONAL)
REGISTERS
..............................
615
CLASSROOM
RESEARCH
AND
TEACHER
TRAINING
.............................................
615
SYNTHESIS
..............................................................................................
617
REFERENCES
...........................................................................................
619
EDITORS
..................................................................................................
667
AUTHORS
................................................................................................
669
|
| adam_txt |
CONTENT
FOREWORD
.
25
J
EAN
-P
AUL
B
RONCKART
INTRODUCTION
.
29
A
NNA
C
AMPS
AND
X
AVIER
F
ONTICH
1.
THE
LINK
BETWEEN
THE
WRITING
PROCESS
AND
THE
LEARNING
PROCESS
.
33
2.
THE
MODEL
OF
WRITING
INSTRUCTIONAL
SEQUENCE
(WIS)
.
35
3.
METALINGUISTIC
ACTIVITY
IN
WRITING
.
36
4.
STUDENTS
*
GRAMMAR
CONCEPTS
.
38
5.
A
MODEL
FOR
TEACHING
GRAMMAR:
GRAMMAR
INSTRUCTIONAL
SEQUENCE
(GIS)
.
39
6.
METALINGUISTIC
ACTIVITY
AND
GRAMMAR
LEARNING
.
41
7.
WRITING,
GRAMMAR,
AND
METALINGUISTIC
ACTIVITY
.
41
7.1.
SYNTHESIS
AND
FINAL
CONSIDERATION
.
43
PART
I.
WRITING
PROCESS
AND
LEARNING
PROCESS
DIFFERENT
PERSPECTIVES
ON
THE
TEACHING
AND
LEARNING
OF
WRITTEN
COMPOSITION
.
47
A
NNA
C
AMPS
1.
THE
TEXT
.
48
2.
THE
WRITTEN
COMPOSITION
PROCESSES
.
49
3.
THE
EMERGENCE
OF
THE
CONTEXT
.
52
4.
WRITING
AND
LEARNING
TO
WRITE
AS
DISCURSIVE
ACTIVITIES
.
54
5.
IN
CONCLUSION
.
58
10
CONTENT
TOWARDS
A
RENEWAL
OF
THE
TEACHING
OF
WRITTEN
COMPOSITION
IN
SCHOOLS
.
59
A
NNA
C
AMPS
1.
THE
WRITTEN
COMPOSITION
PROCESS
IS
COMPLEX
AND
INVOLVES
A
SERIES
OF
SUB-PROCESSES
AND
INTERRELATED
OPERATIONS
AT
DIFFERENT
LEVELS
.
60
2.
WRITING
IS
A
SOCIAL
ACTIVITY
.
62
3.
TO
LEARN
HOW
TO
WRITE,
SPEAKING
IS
NECESSARY
.
63
4.
THE
WRITING
ACTIVITY
.
64
5.
IN
CONCLUSION
.
65
SOME
OBSERVATIONS
ABOUT
ADOLESCENTS
*
CAPACITY
TO
REVISE
WRITTEN
TEXTS
.
67
A
NNA
C
AMPS
1.
REVISION
AS
A
SUB-PROCESS
.
68
2.
ANALYSIS
OF
THREE
STUDENTS
*
REVIEW
OPERATIONS
CARRIED
OUT
IN
A
GROUP
PRODUCTION
SITUATION
.
70
2.1.
DESCRIPTION
OF
THE
PLANNED
WORK
AND
THE
CONDITIONS
IN
WHICH
IT
WAS
COMPLETED
.
70
2.2.
ANALYSIS
OF
THE
PROTOCOLS
.
72
3.
SOME
OBSERVATIONS
AND
FINDINGS
.
73
3.1.
LIMITED
SCOPE
IN
THE
REVISION
.
74
3.2.
THE
LARGE
NUMBER
OF
REVISION
EPISODES
.
75
3.3.
REVISION
AS
A
RECURSIVE
OPERATION
.
75
3.4.
REVISION
BEFORE
WRITING
.
79
3.5.
REVISION
THAT
DOES
NOT
ENTAIL
ANY
CHANGE
.
84
3.6.
THE
TRIGGER
FOR
A
REVISION
OPERATION
.
85
3.7.
DIFFERENT
LEVELS
OF
REVISION
.
85
4.
CONCLUSIONS
.
90
THE
REGULATION
OF
THE
PROCESS
OF
COLLABORATIVE
WRITTEN
COMPOSITION:
ANALYSIS
OF
THE
USE
OF
REVISION
GUIDELINES
.
95
T
ERESA
R
IBAS
1.
RESEARCH
REFERENCES
.
96
1.1.
THEORETICAL
FRAMEWORK
.
96
1.2.
METHODOLOGICAL
FRAMEWORK
.
98
CONTENT
11
2.
RESEARCH
DESIGN
.
101
2.1.
FIELDWORK
.
101
2.2.
DATA ANALYSED
.
101
3.
RESEARCH
QUESTIONS
.
102
4.
DATA
ANALYSIS
.
103
4.1.
FIRST
ANALYSIS:
THE
WRITTEN
COMPOSITION
PROCESS
.
103
4.2.
SECOND
ANALYSIS:
THE
FORMATIVE
ASSESSMENT
PROCESS
.
104
5.
CONCLUSIONS
.
109
LANGUAGE
*
PROJECTS
*
BETWEEN
THEORY
AND
PRACTICE
.
113
A
NNA
C
AMPS
1.
TOWARDS
THE
BASIC
FOUNDATIONS
OF
PROJECT
WORK
.
114
1.1.
THE
PEDAGOGICAL
TRADITION
.
114
1.2.
LANGUAGE
SCIENCES
FOCUSED
ON
THE
STUDY
OF
LANGUAGE
USE
115
1.3.
SOCIO-CULTURAL
PSYCHOLOGY
.
116
1.4.
COGNITIVE
PSYCHOLOGY
.
117
1.5.
ACTIVITY
THEORY
.
118
1.6.
RESEARCH
IN
LANGUAGE
TEACHING
.
118
2.
LANGUAGE
PROJECTS
.
119
3.
A
MODEL
OF
HOW
PROJECTS
DEVELOP
.
121
4.
SEQUENCE
OF
OBJECTIVES,
PLANNING,
AND
PROJECT
WORK
.
126
5.
CONCLUSION
.
128
PART
IL
WRITING
INSTRUCTIONAL
SEQUENCES
A
POETRY
EXHIBITION:
POEMS
TO
READ
AND
UNDERSTAND,
TO
RECITE,
TO
LOOK
AT,
TO
PLAY
WITH
.
131
M
ARTA
M
ILIAN
1.
A
POETRY EXHIBITION
.
133
2.
POEMS
TO
READ
.
135
3.
POEMS
TO
BE
RECITED
.
137
4.
POEMS
TO
READ
AND
LOOK
AT
.
138
5.
POEMS
TO
PLAY
WITH
.
139
6.
PREPARATION
OF
THE
EXHIBITION
.
139
12
CONTENT
THE
MEDIEVAL
HERO:
A
PROJECT
ON
EUROPEAN
LITERATURE
.
141
T
ERESA
C
OLOMER
,
M
ARTA
M
ILIAN
,
T
ERESA
R
IBAS
,
O
RIOL
G
UASCH
AND
A
NNA
C
AMPS
1.
WHY
THE
MEDIEVAL
HERO?
.
142
2.
PROJECT
PLANNING
.
143
3.
THE
SELECTION
OF
TEXT
FRAGMENTS
.
147
4.
SUPPORT
MATERIALS
.
148
5.
LEARNING
ACTIVITIES
.
150
THE
COMPOSITION
OF
THE
NEWS
.
153
F
ELIPE
Z
AYAS
1.
THE
TEXT
PLAN
.
153
2.
WRITING
THE
HEADLINE
.
155
3.
FROM
THE
HEADLINES
TO
THE
LEAD
.
157
4.
THE
BODY
OF
THE
NEWS:
COHESION
PROCEDURES
.
158
5.
CONCLUSIONS
.
159
AND
WHAT
DID
YOU
FEEL
WHEN.?
INTERVIEW
WITH
A
CHARACTER
.
161
X
AVIER
F
ONTICH
1.
READING
THE
NOVEL
.
162
2.
BEHAVIOUR
OF
THE
CHARACTERS
AND
THE
BACKDROP
OF
WAR
.
163
3.
SCRIPT
OF
THE
SEQUENCE
.
165
4.
INTERVIEW
OF
A
CHARACTER
.
165
4.1.
WHY
INTERVIEW
A
CHARACTER?
.
166
4.2.
WHY
AN
INTERVIEW?
.
167
5.
PLANNING
AND
WRITING
THE
INTERVIEW
.
168
5.1.
SYNOPSIS
OF
THE
WORK,
FORMULATION
OF
QUESTIONS
AND
ANSWERS,
AND
INCLUSION
OF
REPORTING
VERBS
.
168
5.2.
LEXICAL
MODALITY
TO
INDIRECTLY
CONVEY
ONES
OWN
OPINION
.
169
5.3.
LIVE
WRITING
.
170
6.
FINAL
IDEAS
.
173
WRITING
THEATRE
REVIEWS
.
175
N
URIA
F
ARRERA
1.
THE
WRITING
OF
THEATRE
CRITICISM
AND
ITS
PEDAGOGIC
INTEREST
.
176
2.
THE
PARAMETERS
OF
THE
EXPERIENCE
.
176
CONTENT
13
3.
DYNAMICS
AND
CONTENT
OF
THE
DIFFERENT
SESSIONS
.
178
4.
FINAL
OBSERVATIONS
.
180
PART
III.
METALINGUISTIC
ACTIVITY
IN
THE
PROCESS
OF
WRITING
METALINGUISTIC
ACTIVITY
IN
LEARNING
TO
WRITE
.
185
A
NNA
C
AMPS
AND
M
ARTA
M
ILIAN
1.
ABOUT
THE
CONCEPT
*
METALINGUISTIC
*
.
186
2.
AGREEMENTS
AND
CONTROVERSIES
.
199
INTERLINGUISTIC
REFLECTION
IN
TEACHING
AND
LEARNING
LANGUAGES
.
203
O
RIOL
G
UASCH
1.
THEORETICAL
FRAMEWORK
.
204
1.1.
THE
CONNECTIONS
BETWEEN
THE
LINGUISTIC
KNOWLEDGE
OF
DIFFERENT
LANGUAGES
.
204
1.2.
STUDENTS
*
CONSTRUCTION
OF
GRAMMATICAL
KNOWLEDGE
.
205
1.3.
ACQUISITION
OF
TEMPORALITY
.
206
2.
THE
WORK
PROJECT
.
207
2.1.
THE
DEVELOPMENT
OF
SOME
OF
THE
ACTIVITIES
CARRIED
OUT
IN
THE
SECOND
PHASE
.
207
2.2.
SUMMARY
OF
THE
ACTIVITY
DEVELOPED
BY
THE
GROUP
.
208
3.
CONCLUSIONS
.
210
METALINGUISTIC
ACTIVITY
IN
GROUP
WRITING
SITUATIONS:
THE
INFLUENCE
OF
PEDAGOGIC
SITUATIONS
AND
GROUP
CHARACTERISTICS
.
213
T
ERESA
R
IBAS
,
N
URIA
F
ARRERA
AND
A
NNA
C
AMPS
1.
THE
TEACHING/LEARNING
SITUATION
.
215
2.
ANALYSIS
OF
THE
METALINGUISTIC
ACTIVITY
.
217
2.1.
ANALYSIS
OF
THE
METALINGUISTIC
ACTIVITY
CARRIED
OUT
DURING
THE
PRODUCTION
OF
THE
FIRST
DRAFT
.
218
2.1.1.
UTTERANCES
WITH
A
METALINGUISTIC
FUNCTION
.
218
2.1.2.
REFORMULATION
IN
THE
PROCESS
OF
PRODUCING
DRAFTS
OR
INITIAL
TEXTS
.
220
2.2.
REFERENCES
TO
THE
GUIDELINE
AND
INCIDENCE
OF
THE
GUIDELINE
IN
THE
METALINGUISTIC
ACTIVITY
.
224
3.
CONCLUSIONS
.
227
14
CONTENT
PART
IV.
STUDENTS
9
GRAMMAR
CONCEPTS
LEARNING
GRAMMAR
.
233
A
NNA
C
AMPS
1.
WHAT
DOES
*
TO
KNOW
GRAMMAR
*
MEAN?
.
234
1.1.
IMPLICIT
GRAMMAR
AND
EXPLICIT
GRAMMAR
.
234
1.2.
METALINGUISTIC
ACTIVITY
.
236
1.3.
AN
INTEGRATIVE
APPROACH
.
239
2.
THE
GRAMMATICAL
KNOWLEDGE
OF
THE
LEARNERS
.
241
2.1.
STUDIES
ON
THE
DEVELOPMENT
OF
LANGUAGE
.
242
2.2.
THE
SPECIFIC
DEVELOPMENT
OF
CHILDREN
*
S
METALINGUISTIC
ACTIVITY
.
243
2.3.
THE
GRAMMAR
CONCEPTS
OF
THE
APPRENTICES
.
245
2.4.
A
SEARCH
ON
THE
CATEGORY
*
PRONOUN
*
.
247
2.5.
SOME
GENERAL
CONCLUSIONS
.
248
3.
FINAL
REFLECTIONS
.
250
THE
GRAMMATICAL
CONCEPTS
OF
SECONDARY
SCHOOL
STUDENTS:
THE
PERSONAL
PRONOUN
.
253
A
NNA
C
AMPS
,
M
ARTA
M
ILIAN
,
O
RIOL
G
UASCH
,
F
RANCISCA
P
EREZ
,
T
ERESA
R
IBAS
AND
M
ONTSERRAT
C
ASTELLO
1.
METHODOLOGY
OF
THE
RESEARCH
.
256
2.
DATA
ANALYSIS
AND
DISCUSSION
OF
THE
RESULTS
.
257
2.1.
DEFINITION
OF
PRONOUN
.
258
2.2.
IDENTIFICATION
OF
PRONOUNS
IN
A
TEXT
.
258
3.
THE
INTERVIEWS
.
262
4.
UNDERLYING GRAMMATICAL
CONCEPTS
.
266
4.1.
THE
CONCEPT
OF
SUBSTITUTION
.
267
4.2.
THE
CONCEPT
OF
REFERENT
.
270
5.
CONCLUSIONS
.
270
SECONDARY
SCHOOL
STUDENTS
*
GRAMMATICAL
CONCEPTS:
THE
SUBJECT
.
273
G
EMA
N
OTARIO
1.
THEORETICAL
UNDERPINNINGS
AND
PREVIOUS
EMPIRICAL
STUDIES
.
274
1.1.
PREVIOUS
RESEARCH
ON
STUDENTS
*
GRAMMATICAL
CONCEPTS
.
274
1.2.
THE
CONCEPT
OF
*
SUBJECT
*
AND
ITS
PROBLEMS
.
275
CONTENT
15
2.
AN
EMPIRICAL
APPROACH
TO
THE
CONCEPT
OF
SUBJECT
IN
STUDENTS
IN
THE
4TH
YEAR
OF
COMPULSORY
SECONDARY
SCHOOL
.
278
2.1.
OBJECTIVES
AND
METHODOLOGY
.
278
2.2.
DATA
COLLECTION
.
278
3.
RESULTS
.
279
3.1.
DEFINITION
OF
SUBJECT
.
279
4.2.
IDENTIFICATION
OF
THE
SUBJECT
.
281
3.2.
INTERVIEWS
.
282
4.
CONCLUSIONS
.
284
SECONDARY
SCHOOL
STUDENTS
*
GRAMMATICAL
REPRESENTATIONS
AND
METALINGUISTIC
ACTIVITY:
THE
*
VERB
*
CATEGORY
.
287
C
ARME
D
UR
A
N
1.
RESEARCH
FRAMEWORK
.
288
1.1.
STUDENTS
*
GRAMMATICAL
REPRESENTATIONS
.
288
1.2.
THE
EPISTEMOLOGICAL
DIFFICULTIES
OF
THE
CATEGORY
*
VERB
*
.
290
1.3.
METALINGUISTIC
ACTIVITY
AND
THE
APPROPRIATION
OF
GRAMMATICAL
KNOWLEDGE
.
292
2.
THE
CURRENT
STUDY
.
293
3.
ANALYSIS
OF
THE
DATA
AND
COMMENTS
OF
THE
RESULTS
.
294
3.1.
IDENTIFICATION
OF
THE
VERB
AND
RECOGNITION
OF
VERB
TENSE
.
294
3.2.
DEFINITION
OF
THE
CATEGORY
.
299
3.3.
RELATIONSHIPS
BETWEEN
DECLARATIVE
KNOWLEDGE
AND
PROCEDURAL
KNOWLEDGE
.
302
3.4.
INTERVIEWS
.
302
4.
CONCLUSIONS
.
306
PARTV.
THE
TEACHING
OF
GRAMMAR:
GRAMMAR
INSTRUCTIONAL
SEQUENCES
THE
TEACHING
OF
GRAMMAR
.
311
A
NNA
C
AMPS
1.
THE
NATURE
OF
GRAMMATICAL
KNOWLEDGE
.
311
1.1.
ON
THE
MEANINGS
OF
THE
TERM
*
GRAMMAR
*
.
311
1,1.1.
GRAMMAR
AS
AN
IMPLICIT
KNOWLEDGE
.
311
16
CONTENT
1.1.2.
GRAMMAR
AS
A
SCIENTIFIC
KNOWLEDGE
ABOUT
LANGUAGE
.
312
1.1.3.
METALINGUISTIC
KNOWLEDGE
.
313
1.2.
THE
NATURE
OF
GRAMMATICAL
KNOWLEDGE
STUDENTS
ARE
ASKED
ABOUT
.
313
2.
THE
OBJECTIVES
OF
TEACHING
GRAMMAR
.
315
2.1.
TO
IMPROVE
THE
USES
OF
LANGUAGE
THROUGH
THE
MASTERY
OF
LINGUISTIC-DISCURSIVE
FORMS
.
315
2.2.
TO
PROVIDE
INSTRUMENTS
TO
SOLVE
SOME
SPELLING
PROBLEMS
.
318
2.3.
TO
PREPARE
TO
ACQUIRE
OTHER
LANGUAGES,
ESPECIALLY
FOREIGN
ONES
.
318
2.4.
TO
DEVELOP
INTELLIGENCE
.
319
2.5.
TO
REFLECT
ON
THE
LANGUAGE
AND
ITS
STRUCTURE,
BECAUSE
LANGUAGE
IS
AN
INTERESTING
DOMAIN
OF
STUDY
IN
ITSELF
.
319
3.
CONTRIBUTIONS
OF
LANGUAGE
SCIENCES
TO
THE
DELIMITATION
OF
THE
CONTENT
OF
GRAMMATICAL
EDUCATION
.
320
3.1.
LINGUISTIC
STRUCTURALISM
.
321
3.2.
TRANSFORMATIONAL-GENERATIVE
GRAMMAR
(TGG)
.
322
3.3.
ENUNCIATIVE
THEORIES
.
323
3.4.
STUDIES
ON
TEXT
AND
DISCOURSE
.
324
3.5.
COGNITIVE
LINGUISTICS
.
325
4.
THE
CONTENTS
OF
GRAMMATICAL
EDUCATION
.
326
5.
PLANNING
GRAMMATICAL
CONTENTS
.
328
5.1.
DOMAIN
OF
LANGUAGE
SYSTEM
.
330
5.2.
DOMAIN
OF
LANGUAGE
USE
.
331
6.
METHODOLOGICAL
IMPLICATIONS
.
331
6.1.
LEARN
GRAMMAR
FROM
WRITTEN
COMPOSITION
PROJECTS
.
332
6.2.
FROM
THE
DEVELOPMENT
OF
THE
GRAMMATICAL
OBJECT
TO
THE
CREATION
OF
THE
CONCEPT
.
333
6.3.
INVESTIGATE
THE
USES
OF
PERSONAL
PRONOUNS
.
334
INSTRUCTIONAL
SEQUENCES
TO
WORK
ON
GRAMMAR
AT
SCHOOL
.
337
A
NNA
C
AMPS
,
M
ARTA
M
ILIAN
,
O
RIOL
G
UASCH
AND
T
ERESA
R
IBAS
1.
PROPOSALS
SUBORDINATE
TO
TEXT
PRODUCTION
AND
COMPREHENSION
.
339
CONTENT
17
2.
INSTRUCTIONAL
SEQUENCES
THAT
START
OFF
WITH
A
REFLECTION
ON
LANGUAGE
.
345
3.
TOWARDS
A
MODEL
FOR
TEACHING
GRAMMAR:
GRAMMAR
INSTRUCTIONAL
SEQUENCE
(GIS)
.
352
4.
CONCLUSIONS
.
355
THE
CONSTRUCTION
OF
SECONDARY
STUDENTS
9
GRAMMATICAL
KNOWLEDGE
THROUGH
RESEARCH
AND
REASON:
THE
USE
OF
THE
PRONOUN
*
HI
*
IN
SPOKEN
CATALAN
.
357
A
NNA
C
AMPS
AND
X
AVIER
F
ONTICH
1.
RESEARCH
OBJECTIVES
.
359
2.
GRAMMAR
INSTRUCTIONAL
SEQUENCES
(GIS)
.
359
3.
PROJECT
WORK
TO
EXPLORE
THE
POSSIBILITIES
OF
THE
MODEL
.
361
4.
GIS
IMPLEMENTATION
.
362
5.
LAST
CONSIDERATIONS
.
.
.
367
TOWARDS
A
PEDAGOGICAL
GRAMMAR
.
369
F
ELIPE
Z
AYAS
1.
COMMUNICATIVE-APPROACH
SYNTAX?
.
370
2.
TOWARDS
SEMANTIC-ORIENTED
SYNTAX
FOR
SCHOOL
.
373
2.1.
THE
VERB
AS
THE
SENTENCE
ORGANIZER
.
374
2.2.
VERB,
VERB
ARGUMENTS
AND
HEADLINES
.
376
2.3.
VERB
ARGUMENTS
IN
NARRATIVE
TEXTS
.
379
3.
THE
WORD
ORDER
IN
THE
SENTENCE
.
381
4.
SENTENCE
COMPOSITION:
COHESIVE
STYLE
.
384
5.
CONCLUSIONS
.
386
5.1.
BEYOND
JUST
A
CHANGE
IN
LANGUAGE
DESCRIPTION
MODELS
AND
METALANGUAGE
.
386
5.2.
SEMANTICS
AND
PRAGMATICS
AS
CORE
ASPECTS
.
387
5.3.
SENTENCE
AND
DISCOURSE
LEVELS
.
388
TOWARDS
A
GRAMMAR
FOR
TEACHING:
DEFINITION
AND
DESCRIPTION
.
389
A
NNA
C
AMPS
AND
M
ARTA
M
ILIAN
1.
A
GRAMMAR
OF
REFERENCE:
NORMATIVE,
DESCRIPTIVE
AND
CONTRASTIVE
.
390
18
CONTENT
2.
THE
FOUNDATIONS
OF
A
GRAMMAR
FOR
LANGUAGE
TEACHING
AND
LEARNING
.
392
3.
ADDRESSING
THE
STUDY
OF
LINGUISTIC-DISCURSIVE
FORMS
FROM
PRAGMATIC,
SEMANTIC
AND
FORMAL
VIEWPOINTS
.
393
4.
OFFERING
TOOLS
TO
MAKE
GRADUAL
KNOWLEDGE
OF
GRAMMAR
POSSIBLE
.
396
5.
PROVIDING
SYSTEMATIC
KNOWLEDGE
OF
GRAMMAR
CONCEPTS
.
401
6.
FACILITATING
THE
LINK
BETWEEN
SYSTEMATIC
KNOWLEDGE
AND
THE
USE
OF
LANGUAGE
.
403
7.
PROVIDING
CRITERIA
FOR
SEQUENCING
THE
SYLLABUS
THROUGHOUT
PRIMARY
AND
SECONDARY
EDUCATION
.
405
7.1.
INTERRELATING
SYNTAX
AND
DISCOURSE
.
406
7.2.
ADAPTING
TO
THE
LEVEL
OF
PSYCHOLINGUISTIC
DEVELOPMENT
.
408
7.3.
REGULATING
THE
TRANSITION
FROM
THE
USE
OF
LANGUAGE
FORMS
TO
THE
GENERALIZATION
OF
THE
CONCEPT
.
409
8.
FINAL
REFLECTION
.
411
PART
VI.
METALINGUISTIC
ACTIVITY
AND
GRAMMAR
LEARNING
METALINGUISTIC ACTIVITY
AND
LEARNING
GRAMMAR:
TOWARDS
A
TEACHING
MODEL
BASED
ON
REFLEXIVE
ACTIVITY
.
415
A
NNA
C
AMPS
1.
THE
OBSTACLES
IN
GRAMMATICAL
LEARNING
.
418
1.1.
OBSTACLES
REFERRING
TO
CONTENT
.
418
1.2.
OBSTACLES
REFERRING
TO
THE
MODES
OF
REASONING
ACCESSIBLE
TO
STUDENTS
.
420
1.3.
METHODOLOGICAL
OBSTACLES
.
424
2.
GRAMMAR
INSTRUCTIONAL
SEQUENCES
.
426
3.
FINAL
CONSIDERATION
.
431
THE
VERB,
CENTRE
OF
THE
SENTENCE:
STUDENTS
CLASSIFY
VERBS
BY
CONSIDERING
VERBAL
COMPLEMENTS
.
433
X
AVIER
F
ONTICH
1.
SENTENCE-BASED
LANGUAGE
STUDIES
WHICH
FOCUS
ON
THE
VERB
.
433
2.
THE
VERB
IN
THE
CLASSROOM
TO
STUDY
THE
SENTENCE
.
434
3.
AN
INTERVENTION
SEQUENCE:
THE
VERB
AS
THE
SENTENCE
CORE
AND
THE
CLASSIFICATION
OF
VERBS
ACCORDING
TO
VERBAL
COMPLEMENTS
.
436
CONTENT
19
4.
ANALYSIS
AND
INTERPRETATION
OF
THE
FOUR
DIALOGUES
.
439
5.
CONCLUSIONS
.
446
HIE
CONSTRUCTION
OF
GRAMMATICAL
KNOWLEDGE
BY
STUDENTS
OF
PRIMARY
AND
SECONDARY
EDUCATION:
SOME
APPROACHES
TO
THE
LEARNING
OF
THE
VERB
.
449
M
ARIONA
C
ASAS
-D
ESEURES
,
C
ARME
D
URAN
AND
X
AVIER
F
ONTICH
1.
APPROACHING
THE
VERB
IN
THE
CLASSROOM
.
450
2.
METHODOLOGY
.
452
3.
RECOGNITION
OF
THE
RETROSPECTIVE
VALUE
OF
THE
PRESENT
TENSE
BY
PRIMARY-SCHOOL
STUDENTS
.
453
3.1.
STRATEGIES
TO
BUILD
KNOWLEDGE
ABOUT
THE
RETROSPECTIVE
VALUE
.
455
3.2.
INTERACTION
AS
A
STRATEGY
TO
PROMOTE
METALINGUISTIC
REFLECTION
.
457
4.
THE
CONCEPTUALIZATION
OF
VERB
MOOD
AND
MOOD
VALUES
BY
SECONDARY
STUDENTS
.
459
4.1.
FROM
MEANING
TO
LINGUISTIC
FORM,
FROM
USE
TO
GRAMMAR
CONCEPTUALIZATION
.
462
4.2.
THE
NOTION
OF
VERB
MOOD
THAT
EMERGES
FROM
STUDENTS
*
METALINGUISTIC
WRITING
.
464
5.
METALINGUISTIC
REFLECTION
ON
VERB
COMPLEMENTATION
BY
SECONDARY
SCHOOL
STUDENTS
.
466
5.1.
ANALYSIS
OF
FOUR
VERB
COMPLEMENTATION
SEGMENTS
.
468
6.
CONCLUSIONS
AND
IMPLICATIONS
.
473
METALINGUISTIC
ACTIVITY
DURING
A
TASK
OF
SEGMENTING
A
TEXT
INTO
WORDS
IN
EARLY
PRIMARY
SCHOOL
.
475
M
ARIA
R
OSA
G
IL
AND
M
ONTSERRAT
B
IGAS
1.
THE
TASK:
CHARACTERISTICS,
PARTICIPANTS
AND
REALIZATION
.
476
2.
ANALYSIS
AND
RESULTS
.
477
2.1.
ON
COMPETENCE
IN
GRAPHIC
SEGMENTATION
.
478
2.2.
ON
METALINGUISTIC
KNOWLEDGE
.
482
3.
LAST
CONSIDERATION
.
486
20
CONTENT
PART
VII.
WRITING,
GRAMMAR
AND
METALINGUISTIC
ACTIVITY
THE
INSTRUCTIONAL
SEQUENCE
MODEL,
TWENTY
YEARS
ON:
A
VALID MODEL
FOR
TEACHING
HOW
TO
LEARN
AND
LEARNING
HOW
TO
TEACH
.
489
M
ARTA
M
ILIAN
1.
CHANGES
AND
EVOLUTION
IN
THEORETICAL
APPROACHES
.
490
2.
CHANGES
AND
EVOLUTION
IN
THE
INSTITUTIONAL
FRAMEWORK
OF
EDUCATION
.
498
3.
THE
EVOLUTION
AND
EXPANSION
OF
THE
IS
.
501
4.
CONCLUSION
.
503
GRAMMAR
AND
WRITING
IN
LATE
PRIMARY:
NOUN
COMPLEMENT
.
505
X
AVIER
F
ONTICH
AND
M
ARTA
G
IRALT
1.
A
FRAMEWORK
FOR
WORKING
ON
GRAMMAR
AT
SCHOOL
.
506
2.
DESIGN
OF
THE
SEQUENCE
.
507
3.
STUDENTS
TALK
TO
LEARN
GRAMMAR
.
509
4.
SOME
FINAL
OBSERVATIONS
ABOUT
THE
SEQUENCE
.
512
GRAMMAR
INSTRUCTION
AND
WRITING:
THE
ROLE
OF
REVISION
.
515
C
ARMEN
R
ODRIGUEZ
G
ONZALO
1.
GRAMMAR
REVISION
AND
METALINGUISTIC
AWARENESS:
THE
USE
OF
PAST
TENSES
.
518
2.
THE
REVISION
OF
THE
TEXT:
DATA
.
519
3.
THE
INTERACTIONS
DURING
THE
REVISION:
THE
CASE
OF
MARIA
.
520
4.
DISCUSSION
AND
CONCLUSION
.
524
SAYING
*
WHAT
IT
IS
*
:
THE
HYPERNYM
IN
EARLY
SECONDARY
SCHOOL
.
529
R
OSALIA
D
ELGADO
1.
THE
INSTRUCTIONAL
SEQUENCE
TO
DESIGN
A
CROSSWORD
PUZZLE
.
530
2.
COMMENT
ON
RESULTS
.
532
2.1.
LANGUAGE
USE
.
533
2.2.
METALINGUISTIC
KNOWLEDGE
.
534
2.3.
METALANGUAGE
.
535
3.
INVITATIONS
TO
REFLECTION
.
536
CONTENT
21
PART
VIII.
AN
APPROACH
TO
RESEARCH
INTO
LANGUAGE
TEACHING
RESEARCH
IN
LANGUAGE
PEDAGOGY
AT
THE
CROSSROADS
OF
MANY
PATHS
.
541
A
NNA
C
AMPS
1.
LANGUAGE
PEDAGOGY/DIDACTICS
OF
LANGUAGE
AS
A
FIELD
OF
KNOWLEDGE
AND
SPECIFIC
RESEARCH
.
542
2.
THE
PEDAGOGIC
SYSTEM
.
544
3.
THE
DYNAMIC
PROCESSES
OF
TEACHING
AND
LEARNING
LANGUAGES
.
547
4.
THE
RELATIONSHIP
BETWEEN
THEORY AND
PRACTICE
.
550
5.
SOME
CURRENT
QUESTIONS
CONCERNING
THE
TEACHING
OF
LANGUAGE
WHICH
SHOULD
BE
INVESTIGATED
.
551
5.1.
THE
CONTENTS
OF
EDUCATION
IN
RELATION
TO
CURRICULAR
FORMULATIONS
.
551
5.2.
ORAL
AND
WRITTEN
GENRES:
A
DIVERSITY
THAT
CONVERGES
IN
THE
SCHOOL
ENVIRONMENT
.
552
5.3.
GRAMMATICAL
KNOWLEDGE
AND
THE
USE
OF
LANGUAGE:
A
PROBLEMATIC
RELATIONSHIP
.
553
5.4.
PLURILINGUALISM:
A
TERM
THAT
HIDES
DIVERSE
PROBLEMS
.
554
5.5.
THE
LINGUISTIC-DIDACTIC
TEACHER
EDUCATION
.
555
6.
A
FINAL
REFLECTION
.
556
INTERACTION
OF
CONTEXTS
WITHIN
RESEARCH
IN
WRITING
COMPOSITION
.
557
M
ARTA
M
ILIAN
1.
RESEARCH
AS
AN
ACTIVITY
SYSTEM
.
558
2.
RESEARCH
PLANNING
.
560
3.
CHANGES
THROUGHOUT
THE
RESEARCH
ACTIVITY
.
562
4.
DATA
ANALYSIS
.
566
5.
CONCLUSIONS
.
567
5.1.
CONCLUSIONS
ON
THE
RESULTS
OF
THE
RESEARCH
.
567
5.2.
CONCLUSIONS
ON
THE
RESEARCH
ACTIVITY
IN
LANGUAGE
PEDAGOGY
.
569
INTERVENTION,
INNOVATION,
AND
RESEARCH:
A
NECESSARY
RELATIONSHIP
FOR
PEDAGOGY
.
573
A
NNA
C
AMPS
1.
HUMAN
ACTIVITIES
AS
A
TARGET
OF
RESEARCH
.
574
22
CONTENT
2.
SCIENTIFIC
KNOWLEDGE
IN
THE
FIELD
OF
TEACHING
.
576
2.1.
RELATIONSHIP
BETWEEN
THE
KNOWLEDGE
THAT
ARISES
FROM
PRACTICE
AND
THE
SYSTEMATIC
KNOWLEDGE
.
576
2.2.
SYSTEMATIZING
KNOWLEDGE
ABOUT
SOMETHING
THAT
IS
DYNAMIC
AND
CHANGING
.
577
3.
THE
LEVELS
OF
INVESTIGATION
IN
AND
ON
ACTION
.
579
4.
CONCLUSION
.
581
THE
CONSTRUCTION
OF
WRITTEN
DISCOURSE
IN
AN
ACADEMIC
ENVIRONMENT:
A
VISION
INTO
THE
DYNAMICS
OF
LEARNING
DISCURSIVE
GENRES
.
583
A
NNA
C
AMPSAND
P
ATRICIA
U
RIBE
1.
THE
STUDY
.
584
2.
THE
BASIC
THEORETICAL-CONCEPTUAL
FRAMEWORK
.
586
2.1.
DISCURSIVE
GENRES
AS
AN
ACTIVITY
.
586
3.
SOME
KEY
CONCEPTS
OF
THE
THEORY
OF
ACTIVITY
.
588
3.1.
ACTIVITY
AND
ACTION
.
589
3.2.
SIGNIFICANCE
AND
MEANING
.
590
3.3.
THE
SYSTEMS
OF
ACTIVITY
.
591
4.
WHAT
THE
DATA
OF
THIS
STUDY
CONTRIBUTE:
AN
APPROACH
TO
UNDERSTANDING
LEARNING
THROUGH
THE
WRITING
OF
ACADEMIC
GENRES
.
593
4.1.
DIVERSITY
AND
CONFLUENCE
OF
GENRES
IN
WRITING
SITUATIONS
594
4.2.
INTERRELATION
OF
ACTIVITY
SYSTEMS
.
595
4.3.
CONTRADICTIONS
(TENSIONS)
BETWEEN
ACTIVITY
SYSTEMS
.
600
4.4.
CONTRADICTIONS
(TENSIONS)
FUELLING
LEARNING
BY
TRIGGERING
A
ZONE
OF
PROXIMAL
DEVELOPMENT
.
603
5.
CONCLUSIONS
.
608
POSTFACE
.
611
A
NNA
C
AMPS
AND
X
AVIER
F
ONTICH
(A)
THE
ROLE
OF
GRAMMAR
WITHIN
THE
PROCESS
OF
TEACHING
AND
LEARNING
TO
WRITE
.
612
(B)
THE
VARIOUS
GRAMMATICAL
SUBSYSTEMS
PROVISIONALLY
OUTSIDE
THE
COMMUNICATIVE
FLOW
.
613
(C)
THE
TEACHING
OF
GRAMMAR
AS
AN
END
IN
ITSELF
.
614
CONTENT
23
(D)
THE
CONTRAST
BETWEEN
LANGUAGES
OR
BETWEEN
(SOCIAL,
GEOGRAPHICAL
AND
FUNCTIONAL)
REGISTERS
.
615
CLASSROOM
RESEARCH
AND
TEACHER
TRAINING
.
615
SYNTHESIS
.
617
REFERENCES
.
619
EDITORS
.
667
AUTHORS
.
669 |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Camps i Mundó, Anna Fontich, Xavier |
| author2 | Camps i Mundó, Anna Fontich, Xavier |
| author2_role | edt edt |
| author2_variant | i m a c ima imac x f xf |
| author_GND | (DE-588)1056207043 |
| author_facet | Camps i Mundó, Anna Fontich, Xavier Camps i Mundó, Anna Fontich, Xavier |
| author_role | aut aut |
| author_sort | Camps i Mundó, Anna |
| author_variant | i m a c ima imac x f xf |
| building | Verbundindex |
| bvnumber | BV047366193 |
| ctrlnum | (OCoLC)1259360218 (DE-599)DNB1218710780 |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| format | Book |
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| id | DE-604.BV047366193 |
| illustrated | Illustrated |
| index_date | 2024-07-03T17:43:07Z |
| indexdate | 2024-07-10T09:10:08Z |
| institution | BVB |
| institution_GND | (DE-588)1065658303 |
| isbn | 9782807614468 2807614469 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-032768071 |
| oclc_num | 1259360218 |
| open_access_boolean | |
| owner | DE-12 |
| owner_facet | DE-12 |
| physical | 670 Seiten Illustrationen 21 cm x 14.8 cm |
| publishDate | 2020 |
| publishDateSearch | 2020 |
| publishDateSort | 2020 |
| publisher | Peter Lang |
| record_format | marc |
| series | GRAMM-R |
| series2 | GRAMM-R |
| spelling | Research and teaching at the intersection navigating the territory of grammar and writing in the context of metalinguistic activity Anna Camps and Xavier Fontich (eds.) Bruxelles ; Bern ; Berlin Peter Lang [2020] © 2020 670 Seiten Illustrationen 21 cm x 14.8 cm txt rdacontent n rdamedia nc rdacarrier GRAMM-R vol. 50 Textproduktion (DE-588)4184945-0 gnd rswk-swf Sprachunterricht (DE-588)4056505-1 gnd rswk-swf Metalinguistik (DE-588)4169561-6 gnd rswk-swf activity Anna Camps context Fontich grammar intersection metalinguistic Navigating Raemdonck teaching territory Thierry Waser writing Xavier Textproduktion (DE-588)4184945-0 s Metalinguistik (DE-588)4169561-6 s Sprachunterricht (DE-588)4056505-1 s DE-604 Camps i Mundó, Anna (DE-588)1056207043 edt aut Fontich, Xavier edt aut P.I.E. - Peter Lang S.A. (DE-588)1065658303 pbl Erscheint auch als Online-Ausgabe, PDF 978-2-8076-1447-5 Erscheint auch als Online-Ausgabe, EPUB 978-2-8076-1448-2 Erscheint auch als Online-Ausgabe, MOBI 978-2-8076-1449-9 GRAMM-R vol. 50 (DE-604)BV023357727 50 X:MVB text/html http://deposit.dnb.de/cgi-bin/dokserv?id=7704e0ff335b4b2a8125a37193318dc1&prov=M&dok_var=1&dok_ext=htm Inhaltstext X:MVB https://www.peterlang.com/view/product/78026?format=PBK DNB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032768071&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p vlb 20201001 DE-101 https://d-nb.info/provenance/plan#vlb |
| spellingShingle | Camps i Mundó, Anna Fontich, Xavier Research and teaching at the intersection navigating the territory of grammar and writing in the context of metalinguistic activity GRAMM-R Textproduktion (DE-588)4184945-0 gnd Sprachunterricht (DE-588)4056505-1 gnd Metalinguistik (DE-588)4169561-6 gnd |
| subject_GND | (DE-588)4184945-0 (DE-588)4056505-1 (DE-588)4169561-6 |
| title | Research and teaching at the intersection navigating the territory of grammar and writing in the context of metalinguistic activity |
| title_auth | Research and teaching at the intersection navigating the territory of grammar and writing in the context of metalinguistic activity |
| title_exact_search | Research and teaching at the intersection navigating the territory of grammar and writing in the context of metalinguistic activity |
| title_exact_search_txtP | Research and teaching at the intersection navigating the territory of grammar and writing in the context of metalinguistic activity |
| title_full | Research and teaching at the intersection navigating the territory of grammar and writing in the context of metalinguistic activity Anna Camps and Xavier Fontich (eds.) |
| title_fullStr | Research and teaching at the intersection navigating the territory of grammar and writing in the context of metalinguistic activity Anna Camps and Xavier Fontich (eds.) |
| title_full_unstemmed | Research and teaching at the intersection navigating the territory of grammar and writing in the context of metalinguistic activity Anna Camps and Xavier Fontich (eds.) |
| title_short | Research and teaching at the intersection |
| title_sort | research and teaching at the intersection navigating the territory of grammar and writing in the context of metalinguistic activity |
| title_sub | navigating the territory of grammar and writing in the context of metalinguistic activity |
| topic | Textproduktion (DE-588)4184945-0 gnd Sprachunterricht (DE-588)4056505-1 gnd Metalinguistik (DE-588)4169561-6 gnd |
| topic_facet | Textproduktion Sprachunterricht Metalinguistik |
| url | http://deposit.dnb.de/cgi-bin/dokserv?id=7704e0ff335b4b2a8125a37193318dc1&prov=M&dok_var=1&dok_ext=htm https://www.peterlang.com/view/product/78026?format=PBK http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032768071&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV023357727 |
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