L1/L2 Spanish writing: how to come to terms with discourse competence using corpora and discourse genres
DOI:
https://doi.org/10.30827/portalin.viVI.28685Keywords:
discourse competence, L2 writing, learner corpora, L2 narrative, L2 expositive-argumentative genreAbstract
This paper shows the results of an empirical research on the development of discourse competence in L2 Spanish. Based on data from two textual genres, narrative, and expositive types at B1 and B2 levels of CEFR, a corpus-based comparison of L1 and L2 production was made. For the narrative genre, a total of 208 compositions by 70 L2 Spanish learners (B1 level) and 55 native speakers’ texts were gathered. Narrative texts were collected for two previous studies: a longitudinal study (focusing on incidental learning), and a cross-sectional study. For the expositive genre, a cross-sectional focus on form study with 20 native subjects and 15 Spanish learners (B2 level) was conducted. Lexical density and fluidity measures indicate that quantitative aspects were responsible for the difference between groups in the narrative type for B1. For B2, in turn, the FoF methodology applied plays a role in improving non-native performance, equating native and non-native rates. Two didactical implications can be driven. First, the positive effect attested to applying textual-functional approaches of genres in the classroom. Second, the utility of native and non-native corpora as classroom input and as a realistic model for genre writing in the teaching and assessment of L2 texts.
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