ETDs @PUC-Rio
| Título: | WRITING IN ENGLISH AS A FOREIGN LANGUAGE FROM A GENRE-BASED APPROACH: A CASE STUDY | ||||||||||||||||||||||||||||||||||||||||
| Autor: |
ISABELA GOMES BUSTAMANTE |
||||||||||||||||||||||||||||||||||||||||
| Colaborador(es): |
BARBARA JANE WILCOX HEMAIS - Orientador |
||||||||||||||||||||||||||||||||||||||||
| Catalogação: | 04/SET/2007 | Língua(s): | PORTUGUESE - BRAZIL |
||||||||||||||||||||||||||||||||||||||
| Tipo: | TEXT | Subtipo: | THESIS | ||||||||||||||||||||||||||||||||||||||
| Notas: |
[pt] Todos os dados constantes dos documentos são de inteira responsabilidade de seus autores. Os dados utilizados nas descrições dos documentos estão em conformidade com os sistemas da administração da PUC-Rio. [en] All data contained in the documents are the sole responsibility of the authors. The data used in the descriptions of the documents are in conformity with the systems of the administration of PUC-Rio. |
||||||||||||||||||||||||||||||||||||||||
| Referência(s): |
[pt] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=10495&idi=1 [en] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=10495&idi=2 |
||||||||||||||||||||||||||||||||||||||||
| DOI: | https://doi.org/10.17771/PUCRio.acad.10495 | ||||||||||||||||||||||||||||||||||||||||
| Resumo: | |||||||||||||||||||||||||||||||||||||||||
|
This study analyzes the writing of Brazilian students from
one class in a
language course as well as their responses to a
questionnaire and an interview, in
order to investigate genre characteristics in their
written work and also their
perceptions concerning the genres they produce. The
analysis is based on the five
characteristics of genres presented by Swales (1990:58):
communicative purpose,
structure, style, content and audience. This qualitative
study used 28 compositions
written by 16 students in one advanced-level class in a
language course; two
genres and one text type were analyzed. The data include
10 advice letters, 10
film reviews, and 8 narratives. After all the students
answered the questionnaire,
five from the same class were interviewed so that their
perceptions could be
considered in the genre analysis (Swales 1990, 2001). The
analysis of the data
showed that the students have some awareness of the
communicative purpose and
content of the genres they produced; however, they
demonstrate a lack of control
of genre structure when there is no given model for the
writing. This structural
variation does not hinder the students success as
learners, though, considering
their overall performance in the course. There is also
variation in the students
perception of audience, since either they envision an
imaginary reader or they
write for the teacher. Both the interviews and the texts
showed that further lexical
learning and review of grammatical structures would help
them write more
fluently and confidently. The results indicate that,
although the students have
some genre awareness about their writing, they need to
acquire greater learner
autonomy in order to be able to investigate their own
difficulties and revise and
consolidate the content on their own. The study suggests
an approach to teaching
that will encourage learners to gain more confidence and
fluency in their writing
and to produce genres with autonomy, so that they may be
enabled to participate
actively in discourse practices in their social,
professional and academic life.
|
|||||||||||||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||||||||||||