[en] THE CO-CONSTRUCTION OF READERSHIP AND THE TEACHING OF EFL WRITING

[pt] JULIA SANTOS MOURA

[en] MODALITY

[en] SYSTEMIC FUNCTIONAL LINGUISTICS

[en] INTERPERSONAL METAFUNCTION

[en] EXPLORATORY PRACTICE

[en] In this study, I analyse the co-construction of the intended readership in texts produced by advanced EFL students preparing to sit a proficiency exam. As theoretical background, this research is grounded on Systemic Functional Linguistics (Halliday & Hasan, 1989; Halliday & Matthiesen, 2004) and the Neo-Vygostkian approach (Mercer, 1994) to classroom pedagogy. Inspired by the sustainability principle of Exploratory Practice (Allwright & Hanks, 2009), data gathering included the use of a PEPA and aimed at helping students develop genre awareness (Devitt, 2004), which can give them the necessary autonomy to operationalize both known and unknown genres in written modes. A blend of the three main approaches to textual genres was applied: ESP and its sub-fields, New Rhetoric, and the Sydney School (Hyon, 1996), as aspects from all of them relate to my classroom context. The textual analysis conducted focused on one of Halliday s metafunctions, the interpersonal one, as the relationship between writer and readership was analysed through the use of modality.

MONICA DA COSTA MONTEIRO DE SOUZA

ADRIANA NOGUEIRA ACCIOLY NOBREGA

2016-03-17

[pt] TEXTO

application/pdf

INGLÊS

https://www.maxwell.vrac.puc-rio.br/colecao.php?strSecao=resultado&nrSeq=25988@2

https://doi.org/10.17771/PUCRio.acad.25988