{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-HULGQV0T/771d3525-ec68-4e07-9bea-7e6129d9b2ea/PDF","dcterms:extent":"331 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-HULGQV0T/df18a8f3-9130-4190-856d-d05e7ad31f7b/TEXT","dcterms:extent":"48 KB"}],"edm:TimeSpan":{"@rdf:about":"2009-2025","edm:begin":{"@xml:lang":"en","#text":"2009"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-HULGQV0T","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-GMZ1HMBU"},{"@xml:lang":"sl","#text":"Vestnik za tuje jezike"}],"dcterms:issued":"2024","dc:creator":["Müller, Blažka","Silva, Cláudia"],"dc:format":[{"@xml:lang":"sl","#text":"številka:1"},{"@xml:lang":"sl","#text":"letnik:16"},{"@xml:lang":"sl","#text":"str. 403-418"}],"dc:identifier":["DOI:10.4312/vestnik.16.403-418","ISSN:1855-8453","COBISSID_HOST:222276867","URN:URN:NBN:SI:doc-HULGQV0T"],"dc:language":"en","dc:publisher":{"@xml:lang":"sl","#text":"Založba Univerze v Ljubljani"},"dc:subject":[{"@xml:lang":"en","#text":"didactics"},{"@xml:lang":"sl","#text":"didaktika"},{"@xml:lang":"sl","#text":"jezikovne spretnosti"},{"@xml:lang":"en","#text":"linguistic skills"},{"@xml:lang":"sl","#text":"pisno izražanje"},{"@xml:lang":"sl","#text":"portugalščina"},{"@xml:lang":"sl","#text":"portugalščina kot drugi jezik,"},{"@xml:lang":"en","#text":"Portuguese as a Second Language"},{"@xml:lang":"en","#text":"second language writing"},{"@xml:lang":"en","#text":"Slovene university students"},{"@xml:lang":"sl","#text":"slovenski univerzitetni študentje"},{"@xml:lang":"sl","#text":"tuji jeziki"}],"dcterms:temporal":{"@rdf:resource":"2009-2025"},"dc:title":{"@xml:lang":"sl","#text":"Slovene students’ writing skills in portuguese| common challenges and paths for improvement|"},"dc:description":[{"@xml:lang":"sl","#text":"This paper seeks to identify and reflect on the difficulties Slovene students face when writing in European Portuguese, in order to present didactic strategies tailored to address such challenges. Acknowledging that writing is a complex and cognitively demanding task, our research stresses the importance of fostering learners’ written and linguistic competencies, abilities that are deeply intertwined. As such, the first part of our theoretical framework provides a description of general difficulties associated with writing in a second language. Subsequently, it contrasts linguistic domains in Portuguese and Slovene, while offering insights into common issues Slovene students encounter when writing in Portuguese. A qualitatively assessed pilot study, involving 1st- and 2nd-year university students, tasked with expository writing, confirmed that the issues identified in our review of the literature – concerning format, information, lexis and syntax – are areas that demand extra attention and time. In terms of grammar, more specifically, the analysis we carried out has proven that there are word classes and syntactic structures in Portuguese which pose challenges for Slovene students, due to their unfamiliar features. According to our results, problems with deter-miners, their contraction with prepositions, past verbal tenses and the placement of pronouns were particularly significant. Based on these domains, we suggest the use of didactic strategies which acknowledge writing as an iterative process, aimed at helping students overcome their difficulties, while developing self-regulatory, metalinguistic, and creative problem-solving skills. Our scientif-ic contribution lies in the promotion of pedagogical actions based on the efficient contrast between languages, the creative use of digital resources and materials presenting authentic discourse"},{"@xml:lang":"sl","#text":"Namen prispevka je identificirati ter z več gledališč osvetliti težave, s katerimi se srečujejo slo-venski študenti, ko pišejo v portugalščini, ter predstaviti didaktične strategije, ki bi utegnile biti ustrezne za reševanje teh izzivov. Ker se zavedamo, da je pisanje kompleksna in kognitivno zah-tevna naloga, naša raziskava, umeščena v kontekst univerzitetnega jezikovnega programa ter univerzitetnih študentov, poudarja pomen spodbujanja njihovih pisnih in jezikovnih kompetenc, torej veščin, ki so med seboj tesno prepletene. Teoretični okvir, ki ga predstavljamo, izpostavlja splošne težave pri pisanju v drugem jeziku, primerja določena slovnična ter širše jezikovna področja v portugalščini in slovenščini ter ponuja vpogled v izzive, s katerimi se srečujejo slovenski študenti. Pilotna študija, ki smo jo izvedli s študenti prvega in drugega letnika univerze, katerih naloga je bila napisati razlagalni zapis, je potrdila, da so težave pri pisanju, ki smo jih opredelili pri pregledu literature - glede formata, informacij, leksike in sintakse -, področja, ki zahtevajo dodatno pozornost in čas v učilnicah portugalščine kot drugega jezika. Natančneje, kar zadeva slovnico, je naša analiza skušala pokazati, da v portugalščini obstajajo določena slovnična področja, ki se do-tikajo besednih vrst ter skladenjskih struktur, katerih jezikovno delovanje zaradi določenih razlik z njihovim maternim jezikom predstavlja izziv za slovenske študente. Na podlagi analize težav, ki izhajajo iz teh področij, predlagamo nekaj didaktičnih strategij, katerih namen bi bil pomagati študentom pri premagovanju težav pri pisanju, hkrati pa razvijati njihove avtonomne, metalingvi-stične in ustvarjalne veščine reševanja teh problemov. Naš znanstveni prispevek skuša prispevati k spodbujanju pedagoških dejavnosti, ki temeljijo na učinkoviti primerjavi med jeziki, ustvarjalni uporabi digitalnih virov ter ustvarjanju samostojnih avtentičnih gradiv"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-HULGQV0T","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-HULGQV0T"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-HULGQV0T/771d3525-ec68-4e07-9bea-7e6129d9b2ea/PDF"},"edm:rights":{"@rdf:resource":"http://creativecommons.org/licenses/by-sa/4.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Univerza v Ljubljani, Filozofska fakulteta"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-HULGQV0T/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-HULGQV0T"}}}}