Genre pedagogy as a tool to learn the "Historial account" genre at a EFL tertiary level
Maestría en Inglés con orientación en lingüística aplicada
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| Other Authors: | |
| Format: | masterThesis |
| Language: | eng |
| Published: |
2022
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| Online Access: | http://hdl.handle.net/11086/28456 |
| _version_ | 1801211437396262912 |
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| author | Ríus, Natalia |
| author2 | Oliva, María Belén |
| author_facet | Oliva, María Belén Ríus, Natalia |
| author_sort | Ríus, Natalia |
| collection | Repositorio Digital Universitario |
| description | Maestría en Inglés con orientación en lingüística aplicada |
| format | masterThesis |
| id | rdu-unc.28456 |
| institution | Universidad Nacional de Cordoba |
| language | eng |
| publishDate | 2022 |
| record_format | dspace |
| spelling | rdu-unc.284562022-09-09T05:00:36Z Genre pedagogy as a tool to learn the "Historial account" genre at a EFL tertiary level Ríus, Natalia Oliva, María Belén Systemic Functional Linguistics Genre Pedagogy English as a Foreign Language tertiary education historical account Maestría en Inglés con orientación en lingüística aplicada Fil: Ríus, Natalia. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina. 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. Fil: Ríus, Natalia. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina. 2022-09-08T15:52:02Z 2022-09-08T15:52:02Z 2018 masterThesis http://hdl.handle.net/11086/28456 eng Atribución-NoComercial-CompartirIgual 4.0 Internacional http://creativecommons.org/licenses/by-nc-sa/4.0/ |
| spellingShingle | Systemic Functional Linguistics Genre Pedagogy English as a Foreign Language tertiary education historical account Ríus, Natalia Genre pedagogy as a tool to learn the "Historial account" genre at a EFL tertiary level |
| title | Genre pedagogy as a tool to learn the "Historial account" genre at a EFL tertiary level |
| title_full | Genre pedagogy as a tool to learn the "Historial account" genre at a EFL tertiary level |
| title_fullStr | Genre pedagogy as a tool to learn the "Historial account" genre at a EFL tertiary level |
| title_full_unstemmed | Genre pedagogy as a tool to learn the "Historial account" genre at a EFL tertiary level |
| title_short | Genre pedagogy as a tool to learn the "Historial account" genre at a EFL tertiary level |
| title_sort | genre pedagogy as a tool to learn the historial account genre at a efl tertiary level |
| topic | Systemic Functional Linguistics Genre Pedagogy English as a Foreign Language tertiary education historical account |
| url | http://hdl.handle.net/11086/28456 |
| work_keys_str_mv | AT riusnatalia genrepedagogyasatooltolearnthehistorialaccountgenreataefltertiarylevel |