Autobiographical texts written by learners of Catalan as an Additional Language: From formative needs to reflection in the teaching of narrative genres

In this article we analyse autobiographical narrative texts written by university students studying Catalan as an Additional Language at a CEFR (2020) B1 level. The goal is to the formative needs related writing of genre in order foster metadiscursive reflection classroom that will allow improve their output. To end, analyzed corpus 39 autobiographies both macrotextual level (i.e., rhetorical moves) and microtextual deictic elements which channel narrative’s organization). Our results show problems these present for are awareness define sociocultural dimension) well text’s narrative-temporal anchoring narrator’s positioning pragmatic textual dimensions). Thus, propose kind competence-oriented teaching genres discursive grammatical features have bearing on coherence cohesion integrated same