Publication details
Schreibkompetenz und Textkompetenz
| Title in English | Writing skills and text skills |
|---|---|
| Authors | |
| Year of publication | 2013 |
| Type | Chapter of a book |
| MU Faculty or unit | |
| Citation | |
| Description | Chapter 8 specifies how these two terms are defined and used in the context of multiple foreign language learning and in current methodological models for the training of writing skills in both the mother tongue and the foreign language. The writing skills as we understand the term in our approach can be defined as pragmatic, activity-aimed skills, that is, the ability to write texts with regard to their function, grammatically correct as well as "successfully" fulfilling their pragmatic-communicative objective. In the same sense, the text skill can be defined, identifying texts as socio-cultural speech acts, which is why a receptive and productive text type skill can be viewed as an essential basis for successful production of texts. In recent years, the question of how the writing skills of an individual in the mother tongue and foreign language develop is getting increased attention in research. At the same time, methodological models aiming at the training of writing skills are being developed. In teaching the Czech language to native speakers at schools, certain knowledge of the criteria of individual text types is promoted, but an explicit development of the writing skills is not intended in the curriculum. This is a result of the analysis of teaching materials and the Framework Educational Programme. In foreign language teaching, (action-aimed) writing has long been considered a rather negligible skill too. Current trends approach the writing skill, however, as a socioculturally located literal practice that can be summed up under the extended term "text skill". The text skill in the foreign language includes declarative (and procedural) knowledge that is applied in the foreign language by means of transfer. The multiple writing skills can be viewed as an aspect of multiple text skills, which is why influences from the native language (L1) and the first foreign language (L2) as well as experiences with their acquisition in the classroom must be considered. |
| Related projects: |