Beliefs and Practices Concerning Academic Writing  among Postgraduate Language-Teacher Trainees

Carl Edlund Anderson; Liliana Cuesta-Medina

doi:10.17533/udea.ikala.v24n01a01

Auteurs-es

Carl Edlund Anderson Univerisdad de La Sabana
Liliana Cuesta-Medina Universidad de La Sabana

DOI :

https://doi.org/10.17533/udea.ikala.v24n01a01

Mots-clés :

écriture académique, anglais, enseignement de langues, formation d ́enseignants, deuxième langue

Résumé

Cet article présente les premières étapes d ́une étude plus approfondie sur les compétences communicatives et discursives multilingues. Cette étude révèle un écart entre les compétences en écriture académique souhaitées par les participants et leurs pratiques. Etudiants titulaires d ́une licence d ́anglais, bilingues espagnol-anglais donc, ces participants suivent un programme de maitrise dans une université colombienne. Leurs croyances et pratiques d ́écriture ont été analysées selon les critères d ́une écriture académique afin d ́identifier les raisons de leurs difficultés et d ́établir une base observable de ces aspects rédactionnels afin de développer des stratégies scripturales y remédiant. Suivant l ́approche de la théorie fondée (grounded theory) et les statistiques descriptives, les méthodes adoptées mixtes ont permis d ́analyser des entrevues semi-dirigées, des questionnaires et d ́autres données des étudiants. Les résultats indiquent que les difficultés relatives aux aspects discursifs de l ́écriture académique sont dues à un manque de formation. Néanmoins, après avoir été soumis à différentes pratiques scripturales, les participants montrent une certaine maitrise des aspects suivants: habilités discrètes du langage y rédaction de descriptions. En conclusion, on peut dire que les difficultés ne sont pas de caractère linguistique, ce qui nous invite à penser qu ́ils présentent les mêmes difficultés rédactionnelles en langue maternelle. Il est donc nécessaire de palier à ces difficultés non seulement parce que les compétences discursives sont essentielles dans une société régie par les connaissances mais aussi parce que, en tant qu ́enseignants ils devront développer chez leurs étudiants ces compétences discursives à l ́écrit.

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Bibliographies de l'auteur-e

Carl Edlund Anderson, Univerisdad de La Sabana

Professeur assistant au Département des langues et cultures étrangères, Universidad de La Sabana (Chía, Colombie). Actuellement membre du comité scientifique du GiST Education and Learning Research Journal, ses publications récentes comprennent des études sur la formation des enseignants, l'EMILE, les langues colombiennes indigènes et la philologie anglaise historique.

Liliana Cuesta-Medina, Universidad de La Sabana

Professeur au Département des langues et cultures étrangères, Universidad de La Sabana (Chía, Colombie). Elle est titulaire d'un doctorat. en philologie anglaise de la Faculté des sciences humaines de l'UNED, Madrid. Ses intérêts de recherche incluent l'APPEL, l'EMILE, la rédaction académique et l'autorégulation des apprenants dans des environnements d'apprentissage mixtes/virtuels.

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