ERIC Number: EJ1131455
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-0120-5927
EISSN: N/A
Using a Systemic Functional Genre-Based Approach to Promote a Situated View of Academic Writing among EFL Pre-Service Teachers
Correa, Doris; Echeverri, Sandra
HOW, v24 n1 p44-62 Jan-Jun 2017
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.
Descriptors: Preservice Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Grammar, Teaching Methods, Foreign Countries, Qualitative Research, Academic Discourse, Writing (Composition), Units of Study, Writing Instruction, Language Styles, Audience Awareness, Linguistics, Language Teachers, Teacher Education
ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail: asocopicolombia@gmail.com; Web site: https://www.howjournalcolombia.org/index.php/how
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colombia
Grant or Contract Numbers: N/A