Using a Systemic Functional Genre-Based Approach to Promote a Situated View of Academic Writing Among EFL Pre-service Teachers
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 fun...
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| Main Authors: | , |
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| Format: | Book |
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Asociación Colombiana de Profesores de Ingles,
2017-04-01T00:00:00Z.
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| Summary: | 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. |
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| Item Description: | 10.19183/how.24.1.303 0120-5927 |