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dc.contributor.authorGórecka, Joanna-
dc.date.accessioned2012-08-13T08:21:30Z-
dc.date.available2012-08-13T08:21:30Z-
dc.date.issued2007-
dc.identifier.citationStudia Romanica Posnaniensia, 2007, vol. 34, pp. 69-81pl_PL
dc.identifier.issn0137-2475-
dc.identifier.urihttp://hdl.handle.net/10593/3047-
dc.description.abstractThe aim of the paper is to present the specificity of oral argumentative competence in a foreign language and to propose a tentative model of task-based learning of argumentative discourse. It is assumed in the paper that the communicative situation tasks proposed during classes of French as a foreign language in the French Philology Department should contribute to the academic discourse learning. In the paper we present an analysis of two fragments of argumentative situations; the first one concerns the so-called everyday argumentative situation and another one illustrates an argumentative orientation of academic discourse.pl_PL
dc.language.isofrpl_PL
dc.publisherWydawnictwo Naukowe UAMpl_PL
dc.subjectargumentative competencepl_PL
dc.subjectforeign languagepl_PL
dc.subjectargumentative discoursepl_PL
dc.subjectFrench languagepl_PL
dc.titleLe développement de la compétence argumentative et l'initiation au discours académiquepl_PL
dc.title.alternativeThe development of argumentative competence and introduction to academic discoursepl_PL
dc.typeArtykułpl_PL
Appears in Collections:Studia Romanica Posnaniensia, 2007, vol. 34

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