Calil, Eduardo

Pereira, Luísa Álvares

Pinto, Mariana Oliveira

English

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Luísa Álvares Pereira1| Mariana Oliveira Pinto2 | Eduardo Calil31 Universidade de Aveiro, Portugal | 2 Escola Superior de Educação, IP Setúbal, Portugal | 2Universidade Federal de Alagoas, BrasilThe metalinguistic competence in the collaborative writing of narrativesin the 2nd grade*The present study aims at identify and analyzethe metalinguistic skills in the process ofcollaborative creation of four stories by a pairof newly literate students.Analysis categoriesWriting of storiesin the 2nd grade from ElementarySchoolFilm of writingrecording andinteractionbetween childrenand subsequentetranscriptionAnalysis ofmetalinguisticreview operations.Linguistic (meta) awareness and textual production Review ProcessCollaborativeinteractionWriting learningThe production of texts at the beginning of schoolingWriting StoriesProcedure of the studyMetalinguistic review operationsFabre-Cols (2002) SuppressionDelete / delete a certain termwithout replacing itReplacementSuppression followed by anadditionDisplacementChanging the order ofelementsAddition Adding an elementOral commentsCalil (2012); Gombert (1990)Graphic –visual Identification of some problemrelated to the drawing, thegraphic form of the lettersPragmaticsJustification of the reason for writing or maintaining theelement already writtenSpellingIdentification of a spellingproblemLexicalChange one word to anotherSemanticsRelationship of the meaning ofa word or expression with thewritten textSyntacticIdentification of problems ofnominal or verbal agreementTextualResumption of the wording ofthe text, taking into accountwhat had already been writtenor referred to orallyPunctuationComment on using somepunctuation markGraf. 1 Number of metalinguistic revision operationsperformedGráfico. 3 . Number of oral comments produced in textual productions• Replacement is the most relevant operation.• Increased metalinguistic review operationsthroughout the various texts.• Throughout the production of the four texts,the students of the dyad acquired a greaterknowledge and mastery over writing, whichin turn implies a higher level ofmetalinguistic awareness.• Greater dominance of orthographic erasure(relating to the learning content of thisreading and writing learning phase).• The student responsible for the handwritingreveals a greater focus on spelling, while theother student who is formulating the textout loud might be more concerne about theorganization of the stories.ReferencesCALIL, E. (2012). Rasuras orais em Madrasta e as duas irmãs: processo deescritura de uma díade recém-alfabetizada. Educação e Pesquisa, vol.38 (n.º3), p. 589-602.CALIL, E., & PEREIRA, L. Á (2018). “Early Recognition of Spelling Problems inStories Invented by Two Nearly Literate Pupils: When and How TheyHappen”. Alfa, v.62, n1, pp. 87-120.FABRE-COLS, C. (2002). Reécrire à l’école et au collège. De l’analyse desbrouillons à l’écriture accompagnée. Issy-les-Moulineaux: ESF éditeur.GOMBERT, J.-E. (1990). Le développement métalinguistique. Psychologied’aujourd’hui. Paris:PUF.RODRIGUES, D. (2016). A escrita colaborativa na produção de narrativas no2.º ano de escolaridade. Dissertação de Mestrado . Aveiio: Universidade deAveiro.ContextAimConclusionResults*This work is financially supported by National Funds through FCT – Fundação para a Ciência e a Tecnologia, I.P., under the project UID/CED/00194/2013.This study is based on the empirical materialcollected by the International CooperationProject InterWriting and PROTEXTOS: theinteraction of the dyad while producing thestories was filmed and later transcripted aswell as the writing movements (handspy).Fig 1. Image extracted from the film synchronized with theRamos SystemGraf. 2 Number of metalinguistic revision operationsperformed for each text.0102030405060Graphic –visual  PragmaticsSpellingLexicalSemanticsSyntacticTextualPunctuation05101520253035Suppression Replacement Displacement Addition051015202530Text 1 Text 2 Text 3 Text 4Suppression Replacement Displacement Addition Total

The metalinguistic competence in the collaborative writing of narratives in the 2nd grade

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The metalinguistic competence in the collaborative writing of narratives in the 2nd grade

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