Students’ perceptions of a scientific writing course: SFL Genre Pedagogy in an EFL context
DOI :
https://doi.org/10.17058/signo.v46i86.15900Mots-clés :
specialist informants, Scientific Research Article, System of Appraisal, entities, scientific writingRésumé
Genre approaches to teaching have long been applied to improve students’ skills, and their effect has usually been assessed by looking into students’ productions. In this work, we examine students’ perceptions of the implementation of a genre-based writing course that incorporated tasks developed by the Reading to Learn Pedagogy (R2LP) (Rose & Martin, 2008) for the teaching of Scientific Research Articles (SRA) in an EFL context. A scientific writing course in English was offered for 8 weeks on a weekly basis to researchers and Ph.D. students in Argentina. They were asked to answer surveys after every class and once the course finished. Surveys were analysed considering ATTITUDE of the System of Appraisal (Martin & White, 2005), polarity and the entities evaluated. Joint writing and Detailed reading were entities frequently evaluated positively, mainly in terms of usefulness. Negatively appraised entities include contents and exercises, which were perceived as “difficult”. Our evidence suggests that the teaching of SRA writing to researchers through the R2LP in an EFL context is effective. More precisely, teacher-guided activities which were jointly carried out with students were found to be the most useful, making them suitable for a highly specialised audience like the one that participated in this study.Téléchargements
Références
AUTHOR (in press)
BAKHTIN, Mikhail. The Dialogic Imagination: Four Essays. Austin: University of Texas Press, 1981. 444 p.
BALLARD, Tom; BECKER, Kimberly; SMITH, Jordan. The words with which we reflect: A study of the language used in student ePortfolios. In: Panel presentation at the Computers and Writing Conference, 2017, Findlay, OH.
BANEGAS, Darío Luis. Learning subject-specific content through ESP in a Geography teaching programme: An action research story in Argentina. English for Specific Purposes, v. 50, p. 1–13, 2018. https://doi.org/10.1016/j.esp.2017.11.001
BEDNAREK, Monika. Emotion talk across corpora. Basingtoke: Palgrave Macmillan, 2008. 242 p. doi:10.1057/9780230285712
BHATIA, Vijay. Genre-mixing in academic introductions. English for Specific Purposes, v. 16, n. 3, p. 181–195, 1997. https://doi.org/10.1016/S0889-4906(96)00039-7
BITCHENER, John; BASTURKMEN, Helen. Perceptions of the difficulties of postgraduate L2 thesis students writing the discussion section. Journal of English for Academic Purposes, v. 5, n. 1, p. 4–18, 2006. https://doi.org/10.1016/j.jeap.2005.10.002
BRAGA, Corina Furtado. Produção escrita no ensino/aprendizagem de inglês como língua estrangeira no contexto de uma escola particular de Natal, RN: uma pesquisa-ação em pedagogia do gênero. 2019. 229 f. Dissertação para a obtenção do título de Mestre. Universidade Federal do Rio Grande do Norte, Natal, Rio Grande do Norte, Brasil. https://repositorio.ufrn.br/jspui/handle/123456789/28397
BRISK, María Estela. Engaging students in academic literacies: Genre-based pedagogy for K-5 classrooms. New York: Routledge, 2014. 380 p.
BRUCE, Ian. Results sections in sociology and organic chemistry articles: A genre analysis. English for Specific Purposes, v. 28, n. 2, p. 105–124, 2009. https://doi.org/10.1016/j.esp.2008.12.005
CARLINO, Paula. Escribir a través del currículum: tres modelos para hacerlo en la universidad. Lectura Y Vida, v. 25, n. 1, p. 16–27, 2004.
CARLINO, Paula. Reading and writing in the social sciences in Argentine universities. In BAZERMAN, Charles; KRUT, Robert; LUNSFORD, Karen; MCLEOD, Susan; NULL, Suzie; ROGERS, Paul; STANSELL, Amanda (Edits.), Traditions of Writing Research. New York: Routledge. 2009. 448 p. p. 283-296.
CHRISTIE, Frances. Language education throughout the school years: A functional perspective. Malden, MA: Wiley-Blackwell, 2012. p. 260.
DE OLIVEIRA, Luciana; LAN, Shu-Wen. Writing science in an upper elementary classroom: A genre-based approach to teaching English language learners. Journal of Second Language Writing, v. 25, p. 23-39, 2014. doi:10.1016/j.jslw.2014.05.001
DEREWIANKA, Beverly; JONES, Pauline. Teaching Language in Context. Melbourne: Oxford University Press, 2012. 368 p.
ESPINOZA, Ana María. Contrastive analysis of the Spanish and English passive voice in scientific prose. English for Specific Purposes, v. 16, n. 3, p. 229–243, 1997. https://doi.org/10.1016/S0889-4906(96)00034-8
GONZÁLEZ RODRÍGUEZ, María José. La expresión lingüística de la actitud en el género de opinión: el modelo de la valoración. RLA. Revista de Lingüística Teórica y Aplicada, v. 49, n. 1, p. 109–141, 2011. https://doi.org/10.4067/s0718-48832011000100006
HAGGAN, Madeline. Research paper titles in literature, linguistics and science: dimensions of attraction. Journal of Pragmatics, v. 36, n. 2, p. 293-317, 2004.
HALLIDAY, Michael Alexander Kirkwood. Language as social semiotic. The social interpretation of language and meaning. London: Arnold, 1978. 256 p.
HALLIDAY, Michael Alexander Kirkwood; MARTIN, James Robert. Writing Science: Literacy and Discursive Power. London: The Falmer Press, 1993. 309 p.
HALLIDAY, Michael Alexander Kirkwood; MATTHIESSEN, Christian (2014). An Introduction to Functional Grammar (4 ed.). London: Arnold, 2014. 786 p.
HERAZO RIVERA, José David; SAGRE BARBOZA, Anamaría. The Co-Construction of Participation Through Oral Mediation in the EFL Classroom. PROFILE Issues in Teachers’ Professional Development, v. 18, n. 1, p. 149–163, 2016. https://doi.org/10.15446/profile.v18n1.49948
HERRERO RIVAS, Luz Elena. Actitud asociada a tipos de cláusulas en textos de historia. Un análisis desde la teoría de la valoración. Ikala, v. 22, v. 2, p. 221–236, 2017. https://doi.org/10.17533/udea.ikala.v22n02a04
HOLMES, Richard. Genre analysis, and the social sciences: An investigation of the structure of research article discussion sections in three disciplines. English for Specific Purposes, v. 16, n. 4, p. 321–337, 1997. https://doi.org/10.1016/S0889-4906(96)00038-5
HOOD, Susan. The persuasive power of prosodies: Radiating values in academic writing. Journal of English for Academic Purposes, v. 5, n. 1, p. 37-49, 2006. doi:10.1016/j.jeap.2005.11.001
HOOD, Susan. Appraising research: Evaluation in Academic writing. UK: Palgrave Macmillan, 2010. 226 p.
HOOD, Susan; MARTIN, James Robert. Invocación de actitudes: El juego de la gradación de la valoración en el discurso. Revista Signos, v. 38, n. 58, p. 195-220, 2005. https://doi.org/10.4067/s0718-09342005000200004
HOPKINS, Andy; DUDLEY-EVANS, Tony. A genre-based investigation of the discussion sections in articles and dissertations. English for Specific Purposes, v. 7, n. 2, p. 113–121, 1988. https://doi.org/10.1016/0889-4906(88)90029-4
HUANG, Ju Chuan. Learning to write for publication in English through genre-based pedagogy: A case in Taiwan. System, v. 45, n. 1, p. 175–186, 2014. https://doi.org/10.1016/j.system.2014.05.010
HUFFMAN, Sarah. Exploring learner perceptions of and interaction behaviors using the Research Writing Tutor for research article Introduction section draft analysis. 2015. 498 f. Tese de doutorado. Iowa State University, Ames, Iowa. https://lib.dr.iastate.edu/etd/14418/
HUMPHREY, Sally; MACNAUGHT, Lucy. Revisiting Joint Construction in the tertiary context. Australian Journal of Language and Literacy, v. 34, n. 1, p. 98-116, 2011.
HUMPHREY, Sally; MACNAUGHT, Lucy. Functional language instruction and the writing growth of English language learners in the middle years. TESOL Quarterly, v. 50, n. 4, p. 792-816, 2016. doi:10.1002/tesq.247
HYLAND, Ken. Academic attribution: Citation and the construction of disciplinary knowledge. Applied Linguistics, v. 20, n. 3, p. 341–367, 1997. https://doi.org/10.1093/applin/20.3.341
HYLAND, Ken. Genre-based pedagogies: A social response to process. Journal of Second Language Writing, v. 12, n. 1, p. 17–29, 2003. https://doi.org/10.1016/S1060-3743(02)00124-8
HYLAND, Ken; TSE, Polly. Hooking the reader: A corpus study of evaluative that in abstracts. English for Specific Purposes, v. 24, n. 2, p. 123-139, 2005. doi:10.1016/j.esp.2004.02.002
HYON, Sunny. Genre in three traditions: Implications for ESL. TESOL Quarterly, v. 30, n. 4, p. 693–722, 1996. doi:10.2307/3587930
KRISTEVA, Julia. Desire in Language. A Semiotic Approach to Literature and Art. Oxford: Blackwell, 1980. 305 p.
LEMKE, Jay. Talking science: Language, learning, and values. Norwood, NJ: Ablex Publishing, 1990. 264 p.
LEMKE, Jay . Multiplying meaning: Visual and verbal semiotics in scientific text. In: MARTIN, James Robert & VEEL, Robert (Edits.). Reading Science: critical and functional perspectives. London: Routledge, 1998. 384 p. p. 87-113.
LIM, Jason Miin-Hwa. Writing descriptions of experimental procedures in language education: Implications for the teaching of English for academic purposes. English for Specific Purposes, v. 47, p. 61–80, 2017. https://doi.org/10.1016/j.esp.2017.05.001
MANCHÓN, Rosa; DE HAAN, Pieter. Writing in foreign language contexts: An introduction. Journal of Second Language Writing, v. 17, n. 1, p. 1–6, 2008. https://doi.org/10.1016/j.jslw.2007.08.002
MARTIN, James Robert. Technicality and abstraction: language for the creation of specialised texts. In: CHRISTIE, Frances (Edit.). Writing in schools: reader. Geelong: Deakin University Press, 1989. p. 36-44.
MARTIN, James Robert. English text: System and structure. Amsterdam: John Benjamins, 1992. 634 p.
MARTIN, James Robert. Discourses of science: Recontextualisation, genesis, intertextuality and hegemony. In: MARTIN, James Robert; VEEL, Robert (Edits.), Reading science: Critical and functional perspectives on Discourses of Science. London: Routledge, 1998. 389 p. p. 3-14.
MARTIN, James Robert. Mentoring semogenesis: “Genre-based” literacy pedagogy. In: CHRISTIE, Frances (Ed.). Pedagogy and the Shaping of Consciousness: Linguistic and social processes. London: Cassell, 1999. 308 p. p. 123-155.
MARTIN, James Robert. Genre and language learning: A social semiotic perspective. Linguistics and Education, v. 20, n. 1, p. 10-21, 2009.
MARTIN, James Robert; ROSE, David. Genre relations: Mapping culture. London: Equinox, 2008. 253 p.
MARTIN, James Robert; WHITE, Peter. The language of evaluation: Appraisal in English. London: Palgrave, 2005. 278 p.
MARTÍNEZ, Iliana. Impersonality in the research article as revealed by analysis of the transitivity structure. English for Specific Purposes, v. 20, n. 3, p. 227–247, 2001. https://doi.org/10.1016/S0889-4906(00)00013-2
MARTÍNEZ, Iliana. Capitalizing on the advantages of the Latin American EAP situation: Using authentic and specific materials in EAP writing instruction. Iberica, v. 21, n. 21, p. 31–48, 2011.
MOYANO, Estela Inés. Una propuesta para la enseñanza de la lectura y la escritura basada en la teoría de género y registro de la LSF: resultados de una investigación e implementación en diferentes niveles educativos. In: II Conferencia Latinoamericana de Lingüística Sistémico-Funcional. ALSFAL, 2005, Concepción, Chile, Facultad de Educación de la Universidad Católica de la Santísima Concepción. p. 1-16.
MOYANO, Estela Inés. Enseñanza de la lectura y la escritura basada en la teoría de género y registro de la LSF: resultados de una investigación. Revista Signos, v. 40, n. 65, p. 573-608, 2007. doi:10.4067/S0718-09342007000300009
MOYANO, Estela Inés. Deconstrucción y Edición Conjuntas en la enseñanza de la escritura: La reflexión sobre género y discurso en la formación académica y profesional. In: VI SIGET, 2011, Lagoa Nova, Natal: Universidade Federal do Rio Grande do Norte. Anais VI Simpósio Internacional de Estudios de Gȇneros Textuais. (pp. 1-26).
MOYANO, Estela Inés. Aprender ciencias y humanidades: una cuestión de lectura y escritura. Aportes para la construcción de un programa de inclusión social a través de la educación lingüística. Buenos Aires: Universidad Nacional de General Sarmiento, 2013. 434 p.
MOYANO, Estela Inés. La enseñanza de la lectura y la escritura académicas mediante programas a lo largo del curriculum universitario: opción teórica, didáctica y de gestión. DELTA, v. 34, n. 1, p. 235-267. 2018. doi:10.1590/0102-445074896274115057
O'DONNELL, Michael (2008). The UAM CorpusTool: Software for corpus annotation and exploration. In: BRETONES CALLEJAS, Carmen; FERNÁNDEZ SÁNCHEZ, José Francisco; IBÁÑEZ IBÁÑEZ, José Ramón; GARCÍA SÁNCHEZ, María Elena; CORTÉS DE LOS RÍOS, María Enriqueta; SALABERRI RAMIRO, Sagrario . . . CANTIZANO MÁRQUEZ, Blasina (Edits.), Applied Linguistics Now: Understanding Language and Mind. Almería: Universidad de Almería, 1915. p. p. 1433-1447.
OTEÍZA, Teresa; PINUER, Claudio. Prosodia valorativa: construcción de eventos y procesos en el discurso de la. Discurso & Sociedad, v. 6, n. 2, p. 418–446, 2012.
PARKINSON, Jean. The Discussion section as argument: The language used to prove knowledge claims. English for Specific Purposes, v. 30, n. 3, p. 164–175, 2011. https://doi.org/10.1016/j.esp.2011.03.001
PASCUAL, Mariana. La asociación de recursos de valoración: El caso de las organizaciones de derechos humanos en la prensa escrita Argentina. Onomazein, v. 30, n. 2, p. 99–114, 2014. https://doi.org/10.7764/onomazein.alsfal.8
PASCUAL, Mariana. La violación a los derechos humanos en la Argentina: dinámica de dos décadas de representación en medios. Discurso y Sociedad, v. 11, n. 3, p. 388-413, 2017.
PASCUAL, Mariana. La construcción de la evaluación en los discursos de memoria y dolor: aportes desde las intersecciones. In: LONDOÑO ZAPATA, Oscar Iván, OLAVE ARIAS, Giohanny (Coords.). 2019. Métodos de Análisis del Discurso: Perspectivas Argentinas. 296. p. p. 177-194.
RAMOS, Kathleen. Teaching adolescent ELs to write academic-style persuasive essays. Journal of Adolescent & Adult Literacy, v. 57, n. 8, p. 655-665, 2014. doi:doi.org/10.1002/jaal.303
ROSE, David. Science discourse and industrial hierarchy. In: MARTIN, James Robert & VEEL, Robert. Reading science: Critical and functional perspectives on discourses of science. London: Routledge, 1998. 389 p. p. 236-265.
ROSE, David; MARTIN, James Robert (2012). Learning to write/Reading to learn. UK: Equinox Publishing, 2012. 256 p.
ROTHERY, Joan. Learning about language. In: HASAN, Ruqaiya ; MARTIN, James Robert (Edits.). Language development: Learning language, learning culture. Norwood, NJ: Ablex, 1989. p. 199-256.
ROTHERY, Joan. Making changes: Developing an educational linguistics. In: HASAN, Ruqaiya & WILLIAMS, Geoffrey (Edits.). Literacy in society. London: Longman, 1996. p. 86-123.
RUIYING, Yang; ALLISON, Desmond. Research articles in applied linguistics: Moving from results to conclusions. English for Specific Purposes, v. 22, n. 4, p. 365–385, 2003. https://doi.org/10.1016/S0889-4906(02)00026-1
SALAGER-MEYER, Françoise. A text-type and move analysis study of verb tense and modality distribution in medical English abstracts. English for Specific Purposes, v. 11, n. 2, p. 93-113, 1992. doi:10.1016/S0889-4906(05)80002-X
SAMRAJ, Betty. An exploration of a genre set: Research article abstracts and introductions in two disciplines. English for Specific Purposes, v. 24, n. 2, p. 141-156, 2005. doi:10.1016/j.esp.2002.10.001
SAN MARTÍN, Gimena; HELALE, Gabriela; FALETTI, Paula . Elementos valorativos en el discurso de la observación de clase. In: VIII ALSFAL, 2012, Montevideo, Uruguay. p. 205-213.
SELINKER, Larry. On the use of informants in Discourse Analysis and 'Language for Specialized Purposes'. International Review of Applied Linguistics in Language Teaching, v. 17, n. 1, p. 189-216, 1979.
SHEHADEH, Ali. Effects and student perceptions of collaborative writing in L2. Journal of Second Language Writing, v. 20, n. 4, p. 286–305, 2011. https://doi.org/10.1016/j.jslw.2011.05.010
SOLER, Viviana. Comparative and contrastive observations on scientific titles written in English and Spanish. English for Specific Purposes, v. 30, n. 2, p. 124-137, 2011.
STORCH, Neomy. Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, v. 14, n. 3, p. 153–173, 2005. https://doi.org/10.1016/j.jslw.2005.05.002
SWALES, John. Genre analysis: English in academic and research settings. Glasgow: Cambridge University Press, 1990. p. 288.
SWALES, John. Worlds of Genre-Metaphors of Genre. In: BAZERMAN, Charles; BONINI, Adair; FIGUEIREDO, Débora (Eds.). Genre in a changing world. Colorado: Parlor Press, 2009. 504 p. p. 3-16
TARDY, Christine. Researching first and second language genre learning: A comparative review and a look ahead. Journal of Second Language Writing, v. 15, n. 2, p. 79–101, 2006. https://doi.org/10.1016/j.jslw.2006.04.003
THETELA, Puleng. Evaluated entities and parameters of value in academic research articles. English for Specific Purposes, v. 16, n. 2, p. 101–118, 1997. https://doi.org/10.1016/s0889-4906(96)00022-1
THOMPSON, Dorothea. Arguing for Experimental “Facts” in Science: A Study of Research Article Results Sections in Biochemistry. Written Communication, v. 10, n. 1, p. 106–128, 1993. https://doi.org/10.1177/0741088393010001004
TROYAN, Francis. Learning to Mean in Spanish Writing: A Case Study of a Genre-Based Pedagogy for Standards-Based Writing Instruction. Foreign Language Annals, v. 49, n. 2, p. 317–335, 2016. https://doi.org/10.1111/flan.12192
WHITE, Peter. Telling media tales. The news story as rhetoric. 1998. 440 f. Tese de doutorado. University of Sydney, Sydney, Australia.
WIGNELL, Peter. Making The Abstract Technical: on the evolution of the discourse of social science. 1997. Tese de doutorado: University of Sydney.
WILLIAMS, Ian. Results sections of medical research articles: Analysis of rhetorical categories for pedagogical purposes. English for Specific Purposes, v. 18, n. 4, p. 347–366, 1999.
WINGATE, Ursula. Using Academic Literacies and genre-based models for academic writing instruction: A “literacy” journey. Journal of English for Academic Purposes, v. 11, n. 1, p. 26–37, 2012. https://doi.org/10.1016/j.jeap.2011.11.006
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
Declaro(amos) que o artigo submetido é pessoal, inédito, não representando reprodução, ainda que parcial, de obras de terceiros, assumindo a responsabilidade por todas as colocações e conceitos emitidos, bem como também autorizo(amos) sua publicação pela revista Signo, Universidade de Santa Cruz do Sul. Declaro(amos) exonerar a APESC/UNISC de todas e quaisquer responsabilidades, e indenizá-la por perdas e danos que venha a sofrer em caso de contestação (da originalidade e dos conceitos e ideias); Declaro(amos), caso o artigo seja aceito e publicado pela revista Signo, a cedência e transferência de forma definitiva e perpétua, irrevogável e irretratável, para a APESC, dos seus direitos autorais patrimoniais referentes ao artigo denominado nesta declaração, para utilização da APESC em finalidade educacional. Concordo(amos) e estou(amos) ciente(s) de que a publicação eletrônica é de livre acesso, regida com uma Licença Os autores que publicam na Signo retêm os direitos autorais de seu trabalho, licenciando-o sob a Creative Commons Attribution License que permite que os artigos sejam reutilizados e redistribuídos sem restrições, desde que o trabalho original seja corretamente citado. A Signo é propriedade da Associação Pró-Ensino em Santa Cruz do Sul e hospeda na plataforma Open Journal System. Creative Commons Atribuição 4.0 Internacional.
