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As an intellectual task, academic writing is not reducible solely to language skills or adequate writing techniques. The paper aims to compare the research results related to the cognitive and discursive aspects of expertise in academic writing to determine the key elements that contribute to its special character. These elements are intended to lay the foundation for the teaching of academic writing in tertiary education. The analysis focuses on the development of cognitive skills among novice researchers

The interweaving of textual, discoursal and linguistic narrative data depends on the pedagogical aims and characteristics of the learner, for whom working with a text is an opportunity to develop linguistic communicative competences and learning competence. The aim of the article is to assess the pedagogical value of the experimental procedure focused on the task of reformulation of narrative texts (stories) offered in two pedagogical contexts at beginners’ level. The analysis addresses text charac-teristics (the narrative scheme) and the language structures used in the performance of the reformulation task, which, in its particular context, has the value of strategic learning/teaching.

La narration en didactique des langues. Présentation

Słowo wstępne redaktora naukowego, przedstawiające tematykę tomu, krótko omawiające zebrane artykuły oraz opowiadające o pracach naukowych, których numer XXXVIII/2 Studia Romanica Posnaniensia jest efektem.