La escritura de abstracts y AIC de alumnos de ILE : análisis de escritos y evaluación de la efectividad de una pedagogía de género
Scientific writing is a very complex albeit crucial activity for researchers who need to share findings and become a part of, or maintain, a position as members of a wide international discourse community. Since most scientific communication happens in English, the task of writing in this forei...
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| Formato: | Tesis de Mestría en Inglés |
| Lenguaje: | Inglés |
| Publicado: |
2018
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| Acceso en línea: | http://hdl.handle.net/11086/6199 |
| Aporte de: |
| Sumario: | Scientific writing is a very complex albeit crucial activity for researchers who
need to share findings and become a part of, or maintain, a position as members of a
wide international discourse community. Since most scientific communication happens
in English, the task of writing in this foreign language for researchers in Argentinian
universities is a challenge for both researchers themselves and teachers of English who
need to facilitate the writing path for students. With increasing evidence of its
usefulness, Genre Pedagogy has been shown to greatly improve EFL (English as a
Foreign Language) writing. In this research, the Sydney School Genre Pedagogy
(SSGP) approach as offered by the Systemic Functional Linguistics (SFL)
perspective is applied to the teaching of writing, with a twofold aim. A linguistic
objective is pursued in analyzing student-produced abstracts and Scientific Research
Articles (SRAs), with a special focus on interpersonal meanings and rhetorical
components in student-produced scientific discourse. Second, this investigation assesses
the effectiveness of SFL Genre Pedagogy in the teaching of one of the most important
scientific genres used for the communication of findings, i.e. the SRA. |
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