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Listar Porta Linguarum, Nº19, enero 2013 por financiación
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Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras
Porta Linguarum, Nº19, enero 2013
Listar Porta Linguarum, Nº19, enero 2013 por financiación
DIGIBUG Principal
2.-Revistas
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras
Porta Linguarum, Nº19, enero 2013
Listar Porta Linguarum, Nº19, enero 2013 por financiación
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Listar Porta Linguarum, Nº19, enero 2013 por financiación
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The goal of our study is to show our University students’ level of writing in a Second Language at the initial stage of their University period, particularly regarding French descriptive texts. Our working corpus is formed by a questionnaire plus twenty texts. We can state that our students neither command text competence, nor they describe what they see and feel, but they rather reproduce familiar patterns for exercises. Their texts lack organisation, they show few connectors, little vocabulary and are poorly actualised. Our proposal it to modify writing situations in the classroom, to follow a pattern for marking the exercises (for both students and teachers), and finally, to devote more time to writing exercises.
[1]
The starting point of this paper is the design and implementation of an cuasi-experimental research on the lexicon available of a group of students who do not have Spanish as their mother tongue, in spite of being residents in Melilla and that they attend the last academic year of primary education (6.º). This research is also useful for our university teaching, because we are trainers of future teachers and work with them also the development of this competence and their didactic applications.
[1]
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