A proposal for the teaching of English with Academic Purposes based on the teaching-learning cycle within Systemic Functional Linguistics
Keywords:
Systemic Functional Linguistics, teaching-learning cycle, reading, genre abstract, english with specific purposesAbstract
Reading texts can be a difficult task, especially in academic contexts in which knowledge of the discipline and conventions of scholarly communication becomes essential. Reading can be even more challenging if it is in a foreign language. For this reason, students of subjects such as English for Specific Purposes often attend Academic English courses in the early years of their programmes. This situation creates an even greater challenge given that students are still in the process of acquiring the technical vocabulary of their field of knowledge in their native language. Genre Pedagogy -a methodology grounded in Systemic Functional Linguistics and in the theoretical and pedagogical development proposed by the Sydney School (Martin & Rose, 2008; Rose & Martin, 2012)- becomes relevant for the teaching of genres. The aim of this paper is to present a pedagogical intervention that enables the acquisition of the reading skills to comprehend abstracts. This research proposal will be conducted in the context of the Human Sciences College, at the National University of La Pampa. Through qualitative methodology of multiple case studies, it is expected that students’ perceptions on the acquisition of English language in the context of English with specific Purposes may provide data to improve the teaching of this language in specific contexts. The research questions will focus on the students’ perceptions about the development of their own reading abilities in the genre abstract during the pedagogic intervention. These perceptions will be collected through questionnaires and interviews.
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