The article presents a didactical intervention carried out as a part of a research project on the teaching of argumentative writing by Italian-speaking learners who study German at school as a third foreign language (after English and French). The study has been developed with the objective of testing the hypothesis of an improvement of the writing abilities in German and in the other languages subject to curricular learning. This has been done by using a comparative linguistic analysis of texts written by the learners in four laguages (German, English, Fench and Italian) in the previous phase and final part of the didactic intervention
Strategien zum argumentativen Schreiben im Deutschen als dritter Fremdsprache und ihre Auswirkung auf die Textproduktion in anderen Fremdsprachen. Eine Studie mit italienischen Lernenden des Liceo linguistico
Sorrentino D
2018-01-01
Abstract
The article presents a didactical intervention carried out as a part of a research project on the teaching of argumentative writing by Italian-speaking learners who study German at school as a third foreign language (after English and French). The study has been developed with the objective of testing the hypothesis of an improvement of the writing abilities in German and in the other languages subject to curricular learning. This has been done by using a comparative linguistic analysis of texts written by the learners in four laguages (German, English, Fench and Italian) in the previous phase and final part of the didactic interventionI documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
