Genre Pedagogy and Bilingual Graduate Students’ Academic Writing

Autor: Susana Pastor Cesteros, Teresa Morell
Přispěvatelé: Universidad de Alicante. Departamento de Filología Inglesa, Universidad de Alicante. Departamento de Filología Española, Lingüística General y Teoría de la Literatura, Adquisición y Enseñanza de Segundas Lenguas y Lenguas Extranjeras de la Universidad de Alicante (ACQUA), Inglés Profesional y Académico (IPA), EPA-IULMA
Jazyk: angličtina
Rok vydání: 2019
Předmět:
050101 languages & linguistics
Lingüística General
Academic writing
Discourse analysis
genre analysis
Library and Information Sciences
Genre pedagogy
Task (project management)
lcsh:Communication. Mass media
Research article
Pedagogy
Media Technology
ComputingMilieux_COMPUTERSANDEDUCATION
0501 psychology and cognitive sciences
Business and International Management
Research question
Biliteracy
genre awareness raising
Communication
05 social sciences
lcsh:Information resources (General)
ComputingMilieux_PERSONALCOMPUTING
academic writing
Genre analysis
050301 education
Applied linguistics
Discourse community
genre pedagogy
biliteracy
lcsh:P87-96
Computer Science Applications
research article
Graduate students
Filología Inglesa
Psychology
0503 education
Genre awareness raising
lcsh:ZA3040-5185
Zdroj: Publications, Vol 7, Iss 1, p 8 (2019)
RUA. Repositorio Institucional de la Universidad de Alicante
Universidad de Alicante (UA)
Publications
Volume 7
Issue 1
ISSN: 2304-6775
Popis: Genre pedagogy plays an important role in helping graduate students to enter the discourse community of their fields. Although familiarity with research genres benefits graduate students, few studies have explored the influences of instruction on learners&rsquo
subsequent generic practices. In this study, we describe the genre-based approach used in a bilingual (English and Spanish) Applied Linguistics graduate course, which aimed to enhance students&rsquo
research genre awareness to allow them to be better able to confront their own work as investigators. The description of the course is followed by a study to determine if and how a research article discourse analysis task influenced the students&rsquo
academic writing in their own papers. Our research question was the following: To what extent can course instruction influence students&rsquo
academic writing? The study entails a survey to elicit students&rsquo
perspectives on the influence of the course and its tasks on their academic writing, as well as teachers&rsquo
comments on the students&rsquo
written work. Although learning to do research at the graduate level requires a broad range of competencies that go beyond genre awareness, the findings from the survey confirmed the positive effects of genre knowledge gains in accomplishing further research goals.
Databáze: OpenAIRE
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