El Catálogo Colectivo reúne los registros del material que posee cada una de las
bibliotecas de la Universidad Nacional de Córdoba, pudiendo encontrarse colecciones
especializadas y actualizadas en todas las áreas del conocimiento; lo que permite una
amplia visibilidad y garantiza el acceso al patrimonio documental de la Universidad.
Se encuentra disponible para toda la comunidad académica: estudiantes, docentes,
egresados e investigadores.
Si formas parte de la comunidad de la UNC también podés solicitar préstamos de material,
a cualquier biblioteca universitaria, utilizando el servicio de préstamo interbibliotecario,
independientemente de la facultad a la que pertenezcas, la carrera que curses o la cátedra
que dictes.
Genre pedagogy as a tool to learn the "Historical account" genre at an EFL tertiary level /
The present study investigates the implementation of the SFL genre-based pedagogy to the teaching of historical accounts (HAs) in an EFL tertiary educational context in Córdoba, Argentina. Twenty-four students, the teacher-researcher and one rater participated in this study. Twelve subjects served a...
|a Genre pedagogy as a tool to learn the "Historical account" genre at an EFL tertiary level /
|c Natalia Ríus ; directora de tesis María Belén Oliva.
260
|c 2018.
300
|a 1 recurso en línea ((129 p.) PDF)
336
|a text
|b txt
337
|a computer
|b n
338
|a online resource
|b nc
500
|a Maestría en Inglés con orientación en lingüística aplicada.
502
|a Tesis (Maestría)--Universidad Nacional de Córdoba, Facultad de Lenguas, 2018.
504
|a Bibliografía: p. 94-102.
520
0
|a The present study investigates the implementation of the SFL genre-based pedagogy to the teaching of historical accounts (HAs) in an EFL tertiary educational context in Córdoba, Argentina. Twenty-four students, the teacher-researcher and one rater participated in this study. Twelve subjects served as the control group (CG) and the other twelve as the experimental group (EG). A pre-test and a post-test were designed to evaluate the students’ competence in writing HAs. Drawing on the theoretical and methodological tools of the ‘Sydney School’ (Martin & Rose, 2008; Rose & Martin, 2012), the main objective of the study was to find out whether or not SFL genre-based instruction enhances the HAs written productions of Spanish-speaking tertiary students with an intermediate level of proficiency in English in the context of an English Culture subject. To achieve this objective, the students’ written productions were compared and contrasted in terms of five variables, namely, sequencing of the information, processes, circumstances, Theme-Rheme and grammatical cohesion. The results support the hypothesis that SFL genre-based instruction is an effective pedagogical tool to teach HA writing to EFL tertiary students. This study is meant to be a contribution to existing research on genre-based pedagogy in general and to the teaching of HAs in a tertiary context in particular.
