generic, DisCourse, and lexicogrammatical Characteristics of a listening exercise in an EFL Classroom

Authors

  • Anamaría Sagre Universidad de Córdoba
  • José David Herazo Universidad de Córdoba

DOI:

https://doi.org/10.17533/udea.ikala.v20n1a07

Keywords:

EFL learning, genre, listening tasks, systemic linguistics

Abstract

This paper describes the listening exercise as a textual genre of the EFL classroom. To this end, we analyzed a 30-minute listening activity in terms of its purpose, its discourse structure, and the lexicogrammatical choices in EFL of teacher and students. Findings reveal that the discourse structure and lexicogrammatical choices teacher and students made facilitated comprehension and created opportunities for meaningful EFL production, reaching the genre’s purpose. Whereas students were able to understand the listening text thanks to those
choices, they were less successful in reporting what they heard and expressing opinions in EFL. This was due, in part, to how the comprehension task was realized linguistically and to the fact that little modeling was provided to express such functions.
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Author Biographies

Anamaría Sagre, Universidad de Córdoba

Anamaría Sagre is a full time teacher at Universidad de Córdoba ( Montería, Colombia), where she works as pre-service teacher trainer in the foreign language department of this institution. She holds a Master´s degree in education. 

 

José David Herazo, Universidad de Córdoba

Jose David Herazo is assistant professor at Universidad de Córdoba (Montería, Colombia), where he works as teacher trainer in the department of Foreign Languages.  He holds a Master’s degree in Education and is currently a PhD Candidate at the University of Pittsburgh (USA). 

RECENT PUBLICATIONS

Herazo, J. D. (2012). Using a genre-based approach to promote oral communication in the Colombian English classroom. Colombian applied linguistics journal, 14(2).

Herazo, J. D., Jerez, S., & Lorduy, D. (2012). Opportunity and incentive for becoming bilingual in Colombia: Implications for Programa Nacional de Bilinguismo. Ikala, 17(2).

Herazo, J. D., & Donato, R. (2012). Teacher mediation of EFL students' oral participation and its relation to teacher professional development: Researching the connection. In B. Yoon & H. K. Kim (Eds.),Teachers’ roles in second language learning: Classroom applications of sociocultural theory

Lorduy, D., Herazo, J. D., Jerez, S. (2012). Estándares de competencias e integración de habilidades en la enseñanza del inglés: es posible? Zona Próxima, 17.

 

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Published

2015-08-10

How to Cite

Sagre, A., & Herazo, J. D. (2015). generic, DisCourse, and lexicogrammatical Characteristics of a listening exercise in an EFL Classroom. Íkala, Revista De Lenguaje Y Cultura, 20(1), 113–127. https://doi.org/10.17533/udea.ikala.v20n1a07

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Section

Methodological Articles