| Autor: |
Doris Correa, Sandra Echeverri |
| Jazyk: |
angličtina |
| Rok vydání: |
2017 |
| Předmět: |
|
| Zdroj: |
HOW, Vol 24, Iss 1 (2017) |
| Druh dokumentu: |
article |
| ISSN: |
0120-5927 |
| DOI: |
10.19183/how.24.1.303 |
| Popis: |
This article reports partial results of a qualitative study which explored the gains and challenges encountered by two groups of English as a foreign language pre-service teachers from a public university in Medellin, Colombia, in developing a situated view of academic writing through a systemic functional genre-based instructional unit. The unit was part of a written communications course and used an approach called the teaching-learning cycle. Results from the study suggest that one of the main gains was related to pre-service teachers’ emerging understanding of context, purpose, and audience. One of the main challenges concerned pre-service teachers’ difficulty with shifting their former views of grammar as a fixed system of rules. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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