First Year University Students’ Use of Formulaic Sequences in Oral and Written Descriptions

Burgos, Eric Gómez

doi:10.15446/profile.v17n1.43438

Cited by 6 publications

(2 citation statements)

References 8 publications

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“…At the same time, proper ways of negotiating attitudes in the text are essential to inform the students since writing represents an epistemic and recursive activity which conveys meanings (Gómez Burgos, 2015) and can be modified frequently based on analysis and evaluations of meanings discussed with the intended audience.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

“…In so doing, this paper provides an overview of the sociosemiotic perspective towards teaching writing in EFL settings, placing emphasis on the genrebased approach to teaching writing in EFL contexts, then, it concentrates on the genre of the expository essay and provides samples of the pedagogical intervention in the field. Halliday and Hasan (1985), Halliday and Matthiessen (2004), and Matthiessen (2009) define language as a system of meaning potentials, that is, an infinite number of options individuals have in order to select specific meanings to perform different social activities (Bloor & Bloor, 2004;Gómez Burgos, 2015). This potential allows people to choose the meanings that are appropriate to the social roles enacted in different situations.…”

Section: Introductionmentioning

confidence: 99%

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Use of the Genre-Based Approach to Teach Expository Essays to English Pedagogy Students

Burgos

2017

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El uso de un enfoque basado en géneros lingüísticos para enseñar ensayos expositivos a estudiantes universitarios de pedagogía del inglés * Eric Gómez Burgos egomez@utalca.cl Universidad de Talca, Linares, ChileThe following article reports the results of an action research project conducted in a public university in Chile. The project consisted of exposing ten undergraduate students from an English pedagogy program to a genre-based approach to writing expository essays. During eight weeks the three stages of the genre-based approach, namely: deconstruction, joint construction, and individual construction, were adapted and developed with the participants. Results gave evidence that a genrebased approach to teaching expository essays is effective in this context because after the application of the action research project, the students' compositions improved in comparison to the participants' pre-intervention essays.Key words: Chile, English as a foreign language, expository essay, genre-based approach, university.Este artículo informa sobre los resultados de una investigación acción en una universidad chilena, que consistió en exponer a diez estudiantes de pedagogía en inglés a un enfoque basado en géneros para escribir ensayos expositivos. Durante ocho semanas las tres etapas del enfoque basado en géneros: deconstrucción, construcción conjunta y construcción individual se adaptaron y desarrollaron con los estudiantes. Los resultados evidencian que un enfoque basado en géneros es eficaz en un ambiente de inglés como lengua extranjera, dado que tras la intervención los textos de los estudiantes mejoraron en comparación a los ensayos previos a la intervención.Palabras clave: Chile, enfoque basado en géneros lingüísticos, ensayos expositivos, inglés como lengua extranjera, universidad.

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Section: Conclusion and Recommendationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Use of the Genre-Based Approach to Teach Expository Essays to English Pedagogy Students

Burgos

2017

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Blogs as a Tool for the Development of Self-Regulated Learning Skills: A Project

Priego¹,

Muñoz²,

Ciesielkiewicz³

2015

EDUCATION

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In the last decade projects have been emerging aimed at promoting the competency of self-regulation through didactic resources included in college curriculum. The use of strategies for self-reflection and selfevaluation while the course material is being taught favors self-regulation of students and increases their level of self-efficacy regarding the content of the course. The goal of this didactic experience is to develop self-regulation learning skills through a systematic use of ICT's, in particular, a blog as a teaching and learning tool. It was implemented as a part of Sociology of Education course whose content is mostly theoretical and requires an advanced level of reflection and internalization of concepts that were completely unfamiliar to the students. The experiment is designed to: [a] encourage well-organized and consistent work habits, by establishing sufficient periods of time for students that would give them enough autonomy to make decisions; [b] to promote reflection on topics covered in class; [c] to facilitate a dialogue among students that promotes reflection aimed at forming a learning community. Said project demonstrates that further research, both qualitative and quantitative in nature, on the impact of the use of blogs for the development of the competencies identified above, is not only possible but would likely provide very useful data.

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Relevancia de la comunicación ‘no verbal’ en el aula de ILE: ¿cómo hablan las manos en una lengua extranjera?

Lizasoain

Walper

Zárate

et al. 2021

Colomb. appl. linguist. j

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Este trabajo explora la utilización de recursos de comunicación no verbales por parte de profesores de inglés en formación inicial y la relación de estos recursos con la competencia comunicativa en el uso de la lengua extranjera por parte de futuros docentes. Mediante el análisis de momentos audiovisuales, con base en el continuo de Kendon se describen los tipos de gesticulación de manos más recurrentes en un contexto de simulación de clases de tres estudiantes chilenos de pedagogía en inglés, en virtud de sus distintos niveles de competencia comunicativa. Este análisis se complementa con entrevistas realizadas a los participantes para examinar su propia conducta corporal. Como resultado, se encontró que la naturaleza de la gesticulación se conduce con el nivel de competencia comunicativa de los estudiantes y que estos no están conscientes de los recursos no verbales que seleccionan para vehicular conocimientos, lo que releva la importancia de abordar la comunicación corporal en la formación inicial docente (FID).

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First Year University Students’ Use of Formulaic Sequences in Oral and Written Descriptions

Cited by 6 publications

References 8 publications

Use of the Genre-Based Approach to Teach Expository Essays to English Pedagogy Students

Use of the Genre-Based Approach to Teach Expository Essays to English Pedagogy Students

Blogs as a Tool for the Development of Self-Regulated Learning Skills: A Project

Relevancia de la comunicación ‘no verbal’ en el aula de ILE: ¿cómo hablan las manos en una lengua extranjera?

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