Novedad bibliográfica

Infoling 1.42 (2021)
Título:Research and teaching at the intersection
Subtítulo:Navigating the territory of grammar and writing in the context of metalinguistic activity
Autores/as:Camps Mundó, Anna; Fontich Vicens, Xavier
Año de publicación:2020
Lugar de edición:Bruselas
Editorial:Peter Lang

The studies included in this volume describe the process embedded in learning to write in Language Arts, as well as in teaching it and assessing it, focusing on the metalinguistic activity triggered in this process. Because of the latter, they also examine students’ grammar concepts and the process of learning and teaching grammar. These four objectives are included in the overarching objective of elaborating a theoretical frame that accounts for metalinguistic activity as a social and cognitive activity oriented towards the learning of language use. A qualitative, descriptive, and interpretative perspective is adopted, based on case study and action-research; also, the tenets of sociocultural psychology, contributions from cognitive psychology and functional linguistics, and pedagogic studies concerned with peer and small group interaction in dealing with classroom complexity. The chapters result from the necessary collaboration between researchers and teachers, who contribute their specific knowledge both to the design as well as to the monitoring and analysis of the results of the different projects. We believe that the interest of the book lies precisely in this diversity. This book highlights "the remarkable epistemological, theoretical and methodological coherence of the research program in language teaching conducted by GREAL research group over the past three decades." (Jean-Paul Bronckart, from the "Foreword").

Temática:Otras especialidades, Pragmática, Semántica, Sintaxis, Técnicas de comunicación

Foreword - Jean-Paul Bronckart


Introduction - Anna Camps and Xavier Fontich


1. Writing process and learning process

1.1. Anna Camps: Different perspectives on the teaching and learning of written composition

1.2. Anna Camps: Towards a renewal of the teaching of written composition in schools

1.3. Anna Camps: Some observations about adolescents capacity to revise written texts

1.4. Teresa Ribas: The regulation of the process of collaborative written composition: Analysis of the use of revision guidelines

1.5. Anna Camps: Language “projects” between theory and practice


2.Writing instructional sequences

2.1. Marta Milian: A poetry exhibition: Poems to read and understand, to recite, to look at, to play with

2.2.Teresa Colomer, Marta Milian, Teresa Ribas, Oriol Guasch, Anna Camps: The medieval hero: A project on European literature    

2.3. Felipe Zayas: The composition of the news

2.4. Xavier Fontich: And what did you feel when...? Interview with a character

2.5. Núria Farrera: Writing theatre reviews


3. Metalinguistic activity in the process of writing

3.1. Anna Camps, Marta Milian: Metalinguistic activity in learning to write

3.2. Oriol Guasch: Interlinguistic reflection in teaching and learning languages

3.3. Teresa Ribas, Núria Farrera, Anna Camps: Metalinguistic Activity in group writing situations: The influence of pedagogic situations and group characteristics  


4. Students’ grammar concepts

4.1. Anna Camps: Learning grammar

4.2. Anna Camps, Marta Milian, Oriol Guasch, Francisca Pérez, Teresa Ribas, Montserrat Castelló: The grammatical concepts of secondary school students: The personal pronoun

4.3. Gema Notario: Secondary school students’ grammatical concepts: The subject

4.4. Carme Durán: Secondary school students’ grammatical representations and metalinguistic activity: The “verb” category


5. The teaching of grammar: grammar instructional sequences

5.1. Anna Camps: The teaching of grammar

5.2. Anna Camps, Oriol Guasch, Marta Milian, Teresa Ribas: Instructional Sequences to work on grammar at school

 5.3. Anna Camps, Xavier Fontich: The construction of secondary students' grammatical knowledge through research and reason: The use of the pronoun “hi” in spoken Catalan

5.4. Felipe Zayas: Towards a pedagogical grammar

5.5. Anna Camps, Marta Milian: Towards a grammar for teaching: Definition and description


6. Metalinguistic activity and grammar

6.1. Anna Camps: Metalinguistic activity and learning grammar: Towards a teaching model based on reflexive activity 6.2. Xavier Fontich: The verb, centre of the sentence: Students classify verbs by considering verbal complements

6.3. Mariona Casas-Deseures, Carme Durán, Xavier Fontich: The construction of grammatical knowledge by students of primary and secondary education: Some approaches to the learning of the verb       

6.4. Maria Rosa Gil, Montserrat Bigas: Metalinguistic activity during a task of segmenting a text into words in early primary school


7. Writing, grammar and metalinguistic activity

7.1. Marta Milian: The instructional sequence model, twenty years on: A valid model for teaching how to learn and learning how to teach

7.2. Xavier Fontich, Marta Giralt: Grammar and writing in late primary: Noun Complement

7.3. Carmen Rodríguez-Gonzalo: Grammar instruction and writing: The role of revision

7.4. Rosalía Delgado: Saying “what it is”: The hypernym in early secondary school


8. An approach to research into language teaching

8.1. Anna Camps: Research in language pedagogy at the crossroads of many paths

8.2. Marta Milian: Interaction of contexts within research in writing composition

8.3. Anna Camps: Intervention, innovation, and research: A necessary relationship for pedagogy

8.4 Anna Camps, Patricia Uribe: The construction of written discourse in an academic environment: A vision into the dynamics of learning discursive genres


Postface - Anna Camps and Xavier Fontich         


Editors and authors

ColecciónGRAMM-R, 50
Precio: 70,00 EUR      USD 84.95

Fecha de publicación en Infoling:19 de enero de 2021
Xavier Fontich Vicens
Universitat Autònoma de Barcelona (España)