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Genre analysis applied to two textual patterns for an english for specific purposes course ESP.

dc.contributor.authorTejada, Harveyspa
dc.contributor.authorCastellanos Olmedo, Marcelaspa
dc.contributor.authorRobayo, Felipespa
dc.date.issued2017-06-22
dc.identifierhttps://revistas.pedagogica.edu.co/index.php/RF/article/view/6309
dc.identifier10.17227/01234870.46folios145.162
dc.identifier.issn0120-2146
dc.identifier.issn2462-8417
dc.identifier.urihttp://hdl.handle.net/20.500.12209/5493
dc.description.abstractEste artículo analiza dos extractos tomados de dos capítulos de dos libros de texto en los cuales se identificaron dos patrones textuales: (1) problema-solución-evaluación y (2) delito-defensa. El estudio, realizado con los principios del análisis de género aplicado (Hoey, 2001) y la caracterización del discurso jurídico propuesta por Lisina (2013), permitió acuñar el segundo caso, delito-defensa, como un nuevo patrón. Así, este puede ser considerado un aporte tanto para la literatura relacionada con los patrones textuales como para el campo de la enseñanza del Inglés con Fines Específicos, ife. Además, el artículo presenta una serie de actividades basada en el enfoque de aprendizaje por tarea (Willis, 1996), organizadores gráficos, vocabulario técnico y el análisis llevado a cabo. Esta tarea ha sido diseñada para un curso de ife de lectura de textos académicos en inglés nivel ii en la Universidad del Valle en Cali, Colombia. spa
dc.format.mimetypeapplication/pdfspa
dc.format.mimetypetext/xmlspa
dc.language.isoeng
dc.publisherEditorial Universidad Pedagógica Nacionalspa
dc.relationhttps://revistas.pedagogica.edu.co/index.php/RF/article/view/6309/5240
dc.relationhttps://revistas.pedagogica.edu.co/index.php/RF/article/view/6309/7282
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0
dc.sourceFolios; No. 46 (2017): (jul-dic); 145.162spa
dc.sourceFolios; Núm. 46 (2017): (jul-dic); 145.162spa
dc.sourceFolios; No. 46 (2017): (jul-dic); 145.162fra
dc.sourceFolios; n. 46 (2017): (jul-dic); 145.162spa
dc.subjectIFE/IFAspa
dc.subjectGénerospa
dc.subjectOfensa - Defensaspa
dc.subjectProblema - Solución - Evaluaciónspa
dc.subjectEnfoque de aprendizaje basado en tareasspa
dc.subjectCaracterísticas del discurso legalspa
dc.titleGenre analysis applied to two textual patterns for an english for specific purposes course ESP.eng
dc.subject.keywordsESP/EAPeng
dc.subject.keywordsGenreeng
dc.subject.keywordsOffence - Defenceeng
dc.subject.keywordsProblem - Solution - Evaluationeng
dc.subject.keywordsTask - Based learning approacheng
dc.subject.keywordsLegal hallmarkseng
dc.subject.keywordsFE|IFAeng
dc.subject.keywordsGêneroeng
dc.subject.keywordsProblema - Solução - Avaliaçãoeng
dc.subject.keywordsEscopo de aprendizagem baseada em tarefaseng
dc.subject.keywordsCaraterísticas do discurso legaleng
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2
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dc.relation.referencesBhatia, V. (2002). Applied genre analysis: A multi-per-spective model. Ibérica Revista de la Asociación Europea de Lenguas para Fines Específicos, 3–19. Retrieved from http://www.aelfe.org/documents/text4-Bhatia.pdf
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dc.relation.referencesEsfandiari, M., Knight, P., Molinari, J., & Zacharias, S. (2012). Task-based learning applied. A collection of research papers. The Nottingham Jubilee Press. School of Education. University of Nottingham. Retrieved: https://www.nottingham.ac.uk/education/documents/research/jubileepress/occasionalpapers/task-based-learning-applied-web-vers---1-dec-2012-(lp).pdf
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dc.relation.referencesGrabe, B. (2002). Using Discourse Patterns to Improve Reading Comprehension. JA LT. Conference Proceedings. Retrieved from http://jaltpublications.org/archive/proceedings/2002/009.pdf
dc.relation.referencesHoey, M. (2001). Textual interaction: An introduction to written discourse analysis. New York: Routledge
dc.relation.referencesLisina, N. (2013). Stylistic features of legal discourse: A comparative study of English and Norwegian legal vocabulary [thesis]. University of Oslo, Oslo, Norway
dc.relation.referencesLudescher, F. (2003). Task-based learning by Dave and Jane Willis.Retrieved from http://www2.vobs.at/ludescher/Grammar/task_based_learning.htm
dc.relation.referencesOrcutt, K. (n.d). 20 strategies to teach text struc-ture. Retrieved from https://education.illinois-state.edu/downloads/casei/3-01-04handout%20TextStructureResources%201.pdf
dc.relation.referencesThe Society of Food Hygiene and Technology. (2009). Retrieve from: http://www.sofht.co.uk/wp-content/uploads/2016/09/W-food-law-due-diligence-de-fence.pdf
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dc.type.localArtículo de revistaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_6501eng
dc.type.driverinfo:eu-repo/semantics/articleeng
dc.title.translatedAnálisis de género aplicado a dos patrones textuales para un curso de inglés con fines específicos IFE.spa
dc.description.abstractenglishThis article analyses two excerpts taken from two chapters of two textbooks in which two textual patterns were identified: (1) Problem-Solution-Evaluation and (2) Offence-Defence. The analysis, based on the principles of the applied-genre analysis (Hoey, 2001) and the characterization of legal discourse proposed by Lisina (2013), made it possible to coin the Offence-Defence pattern as a new one. Thus, this new pattern may be considered a contribution to both the textual pattern literature and the esp field. In addition, the article presents a series of activities based on the Task-Based Learning Approach (Willis, 1996), graphic organizers, technical vocabulary, and the analysis carried out. This task has been designed for a second level esp course on reading academic texts at Universidad del Valle in Cali, Colombia eng
dc.type.versioninfo:eu-repo/semantics/publishedVersion
dc.rights.creativecommonsAttribution-NonCommercial 4.0 International


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