Xavier Fontich Vicens
Biographic Data
| ID | 6731080 |
|---|---|
| NAME | Xavier Fontich Vicens |
| GIVEN NAMES | Xavier Fontich |
| FAMILY NAME | Vicens |
| SIGNATURE | VICENS X F |
| AFFILIATIONS | Universitat Autonòma de Barcelona |
| ORCID | 0000-0003-1095-1363 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
The eclectic landscape: Examining Spanish secondary school teachers’ beliefs on literary education
Literary education aims to promote the teaching of reading from an academic, social, and personal perspective. At present there is a consensus on the central role that the school institution plays, which can be translated into explicit and implicit approaches. The objective of this article is to explore Spanish Secondary school teachers’ beliefs about literary education to determine their proximity to each of these two approaches, as well as the …
Teaching & Learning Guide for: “L1 Grammar Instruction and Writing: Metalinguistic Activity as a Teaching and Research Focus”
This guide accompanies the following article: Fontich, X. (2016). ‘ L1 Grammar instruction and writing: Metalinguistic activity as a teaching and research focus’. Language and Linguistics Compass, 10( 5), 238– 254. https://doi.org/10.1111/lnc3.12184. Some authors have noted a lack of conceptual clarity in the field of L1 grammar instruction for writing. Here “metalinguistic activity” is proposed as a concept that can contribute conceptual clarity…
L1 Grammar Instruction and Writing: Metalinguistic Activity as a Teaching and Research Focus
Some authors have noted a lack of conceptual clarity in the field of L1 grammar instruction for writing. Here 'metalinguistic activity' is proposed as a concept that can contribute conceptual clarity by relating metalinguistic activity both to the reflexivity that languages afford (i.e., using language to refer to language itself) and to a sociocultural approach to languages (i.e., languages consist of semiotic tools that underpin our psychologic…
Towards a rationale for research into grammar teaching in schools
This article hopes to bring new insights to the debate about the effect of grammar knowledge on language use, especially writing. It raises the question of the need to look more closely at the following three questions: (1) What is the aim of grammar teaching?; (2) How capable are students of conceptualising about language and how is their metalinguistic activity shown in their language use?; and finally, (3) Which approach is most suitable for s…
Translation, technology, and autonomy in language teaching and learning
Xavier Fontich VicensDepartament de Didàctica de la Llengua i la Literatura, i de les Ciències Socials,Universitat Autònoma de Barcelona, SpainEmail: [email protected]© 2013 Xavier Fontich Vicens
Towards a rationale for research into grammar teaching in schools
This article hopes to bring new insights to the debate about the effect of grammar knowledge on language use, especially writing. It raises the question of the need to look more closely at the following three questions: (1) What is the aim of grammar teaching?; (2) How capable are students of conceptualising about language and how is their metalinguistic activity shown in their language use?; and finally, (3) Which approach is most suitable for s…
L1 Grammar Instruction and Writing: Metalinguistic Activity as a Teaching and Research Focus
Some authors have noted a lack of conceptual clarity in the field of L1 grammar instruction for writing. Here 'metalinguistic activity' is proposed as a concept that can contribute conceptual clarity by relating metalinguistic activity both to the reflexivity that languages afford (i.e., using language to refer to language itself) and to a sociocultural approach to languages (i.e., languages consist of semiotic tools that underpin our psychologic…
Translation, technology, and autonomy in language teaching and learning
Xavier Fontich VicensDepartament de Didàctica de la Llengua i la Literatura, i de les Ciències Socials,Universitat Autònoma de Barcelona, SpainEmail: [email protected]© 2013 Xavier Fontich Vicens
Towards a rationale for research into grammar teaching in schools
This article hopes to bring new insights to the debate about the effect of grammar knowledge on language use, especially writing. It raises the question of the need to look more closely at the following three questions: (1) What is the aim of grammar teaching?; (2) How capable are students of conceptualising about language and how is their metalinguistic activity shown in their language use?; and finally, (3) Which approach is most suitable for s…
L1 Grammar Instruction and Writing: Metalinguistic Activity as a Teaching and Research Focus
Some authors have noted a lack of conceptual clarity in the field of L1 grammar instruction for writing. Here 'metalinguistic activity' is proposed as a concept that can contribute conceptual clarity by relating metalinguistic activity both to the reflexivity that languages afford (i.e., using language to refer to language itself) and to a sociocultural approach to languages (i.e., languages consist of semiotic tools that underpin our psychologic…
Teaching & Learning Guide for: “L1 Grammar Instruction and Writing: Metalinguistic Activity as a Teaching and Research Focus”
This guide accompanies the following article: Fontich, X. (2016). ‘ L1 Grammar instruction and writing: Metalinguistic activity as a teaching and research focus’. Language and Linguistics Compass, 10( 5), 238– 254. https://doi.org/10.1111/lnc3.12184. Some authors have noted a lack of conceptual clarity in the field of L1 grammar instruction for writing. Here “metalinguistic activity” is proposed as a concept that can contribute conceptual clarity…
The eclectic landscape: Examining Spanish secondary school teachers’ beliefs on literary education
Literary education aims to promote the teaching of reading from an academic, social, and personal perspective. At present there is a consensus on the central role that the school institution plays, which can be translated into explicit and implicit approaches. The objective of this article is to explore Spanish Secondary school teachers’ beliefs about literary education to determine their proximity to each of these two approaches, as well as the …
Linguistics (5 works) · Psychology (5 works) · Computer Science (4 works) · EFL/ESL Teaching and Learning (3 works) · Grammar (3 works) · Mathematics education (3 works) · Writing and Handwriting Education (3 works) · CLARITY (2 works) · Discourse Analysis in Language Studies (2 works) · Metalanguage (2 works)