Foreign students’ writing at Universidad Nacional del Nordeste of Argentina (UNNE). Fragmentariness and enunciative distortions

Abstract

In this work, which is framed in Project RP
16H009 ‘Description and Analysis of Academic Written
Practices of Students at the Faculty of Humanities of
UNNE 2017/2020’, we propose to review theoretical
perspectives to improve the communicative approach
that supports the vision of language as an instrument
of communication, which is still used at this university
for teaching Spanish both as a mother tongue (MT) and
as a foreign language (FL). In this research, we focus
on studies on Spanish as a FL and, more specifically,
on written expression. Therefore, we analyze a corpus
of written productions done by exchange students from
Brazil and the Czech Republic. These students attended
the course ‘Text Comprehension and Production)

at UNNE, in which native Spanish speaking students
are introduced to academic discourse. On the basis
of the concepts of ‘fragmentariness’ and ‘enunciative
distortions’ proposed by Desinano (2009) and García
Negroni and Hall (2010) in the theoretical framework
of Brazilian interactionism on language acquisition,
argumentative polyphony, and discursive studies—,
we observed phenomena that account for the subject’s
relationships with language in the process of becoming
subject of academic discourse (García Negroni, 2010).