Fomento da produção escrita de resenhas entre estudantes universitários de ILE por meio de um enfoque baseado em gênero
DOI:
https://doi.org/10.17533/udea.ikala.v26n02a10Palavras-chave:
escrita acadêmica, inglês como língua estrangeira, linguística sistêmico-funcional, enfoque baseado no gênero, resenhasResumo
O presente estudo pesquisou os efeitos do enfoque baseado em gênero (GBA) nas habilidades de 54 participantes para escrever uma resenha de uma aplicação móvel ou sítio web, enquanto refletiam sobre a função “avaliar um texto” própria do gênero selecionado. Os participantes assistiam a um curso de inglês como língua estrangeira de nível pré-intermediário (A2.2 CEFR), oferecido por uma universidade em Bogotá, Colômbia, que implementou tal enfoque durante mais de cinco anos. O programa adaptou recentemente o ciclo de ensino e aprendizagem de maneira que incluísse realimentação sistemática entre pares na fase de construção conjunta, com um propósito duplo de dar mais importância à participação ativa dos estudantes nessa etapa e outorgar-lhes mais independência do professor. O estudo teve como objetivo avaliar os efeitos da implementação nos produtos escritos dos participantes e analisar suas percepções e conhecimento do gênero selecionado. Os dados coletaram-se por meio dos trabalhos dos estudantes, um questionário online e grupos focais, e foram analisados seguindo um método misto que incorporou a teoria fundamentada e a estatística descritiva. Os resultados sugeriram uma compreensão geral do propósito social do gênero escolhido, logros sobressalientes da tarefa, uma aceitação favorável da implementação e uma percepção de utilidade relacionada com as rotinas de realimentação entre pares, embora fosse considerada, também, como o maior desafio enfrentado pelos participantes.
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Referências
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Burns, A. (2010). Doing Action Research in English Language Teaching: A guide for practitioners. Ney York: NY: Rotledge.
Butler-Pascoe, M. E. & Wiburg, K. M. (2003). Technology and teaching English language learners. Pearson.
Chala-Bejarano P. A. & Chapetón, C. M. (2013). The role of genre-based activities in the writing of argumentative essays in EFL. Profile, Vol. 15, No. 2, 127-147.
Cushing Weigle, S. (2014). Considerations for Teaching Second Language Writing. In Teaching English as a Second or Foreign Language. (3rd edition). Boston: National Geographic Learning.
DeCuir-Gunby, J. (2008). Designing mixed methods research in the social sciences: A racial identity scale development example. In J. Osborne (Ed.), Best Practices in Quantitative Methods. (pp. 125-136). Thousand Oaks, CA: Sage.
Durán-Bautista, D.C. & Huertas-Malagón, S. P. (in press). Mobile phones-assisted practice and note-taking in foreign language oral production. International Journal of Mobile and Blended Learning. 12, 4.
Ellis, R. (2013). Language teaching research and language pedagogy. Malden, MA: John Wiley & Sons Inc.
Edwards, C., & Willis, J. W. (2014). Action research: models, methods, and examples. Charlotte, NC: Information Age Publishing.
García Montes, P.A., Sagre Barboza, A. M., & Lacharme Olascoaga, A. I. (2014). Systemic Functional Linguistics and Discourse Analysis as alternatives when dealing with texts. Profile: Profile: Issues in Teachers' Professional Development, 16, 2, 101-116. Retrieved from https://revistas.unal.edu.co/index.php/profile/article/view/38113/47726.
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Gómez-Burgos, E. (2017). Use of the genre-based approach to teach expository essays to English pedagogy students. HOW, 24(2), 141-159. http://dx.doi.org/10.19183/how.24.2.330.
Corbin, J., & Strauss, A. (2015). Basics of qualitative research: techniques and procedures for developing grounded theory (4th ed.). Los Angeles, United States: sage Publications.
Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5,93-116.
Halliday, M. A. K. (1978). Language as social semiotic. The social interpretation of language and meaning. London: Edward Arnold.
Halliday, M. A. K., & Hasan, R. (1989). Language, context and texts: Aspects of language in a social-semiotic perspective. Oxford, UK: Oxford University Press.
Hammond, J., and Derewianka, B. (2001). Genre. In R. Carter & D. Nunan (Eds). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press.
Handscomb, G., & MacBeath, J. (2009). Professional development through teacher enquiry. In A. Lawson, Action Research: Making a Difference in Education (Volume 1). Slough: NFER.
Harmer, J. (2001). The practice of English language teaching. Cambridge, UK: Longman.
Herazo Rivera, J. D. (2012). Using a genre-based approach to promote oral communication in the Colombian English classroom. Colombian Applied Linguistics Journal, 14(2), 109-126.
Hinkel, E. (2014). Culture and Pragmatics in Language Teaching and Learning. In Teaching English as a Second or Foreign Language. (3rd edition). Boston: National Geographic Learning.
Hirvela, A. (2017). Argumentation and second language writing: Are we missing the boat? Journal of Second Language Writing, 36, 69–74.
Hirvela, A. (1999). Collaborative writing instruction and communities of readers and writers. TESOL Journal, 7–12. https://doi.org/10.1002/j.1949-3533.1999.tb00169.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164. doi: 10.1016/j.jslw.2007.07.005.
Katz, A. (2014). Assessment in Second Language Classrooms. In Teaching English as a Second or Foreign Language. (3rd edition). Boston: National Geographic Learning.
Lee, J. J., & Deakin, L. (2016). Interactions in L1 and SL undergraduate student writing: Interactional metadiscourse in successful and less-sucessful argumentative
essays. Journal of Second Language Writing, 33, 21–34.
Martin, J. R. (1984). Language, register, and genre. In F. Christie (Ed.), Children writing: Reader (pp. 21-30). Geelong, AU: Deakin University Press.
Martin, J. R. (1999). Factual Writing: Exploring and Challenging Social Reality. Melbourne: Deakin University Press.
Martin, J. R. (2009). Genre and language learning: A social semiotic perspective. Linguistics and Education, 20,10-21. doi: 10.1016/j.linged.2009.01.003.
Martin J. R. & Rose, D. (2003). Working with discourse: Meaning beyond the clause. London: Continuum.
Martin J. R. & Rose, D. (2007). Interacting with text: the role of dialogue in learning to read and write. Foreign Languages in China 4.5: 66-80.
McKernan, J., & McKernan, J. (2013). Curriculum action research: A handbook of methods and resources for the reflective practitioner. Abingdon: Routledge.
Menard-Warwick, J. (2014). English language teachers on the discursive faultiness: Identities, ideologies and pedagogies. North York, ON: Multilingual Matters.
Moussaoui, S. (2012). An investigation of the effects of peer evaluation in enhancing Algerian students’ writing autonomy and positive affect. Procedia: Social and Behavioral Sciences, 69, 1775-1784. https://doi.org/10.1016/j.sbspro.2012.12.127.
Ramírez Balderas, I., & Guillén Cuamatzi, P. M. (2018). Self and peer correction to improve college students’ writing skills. Profile: Issues in Teachers’ Professional Development, 20(2), 179-194. https://doi.org/10.15446/profile.v20n2.67095.
Renaud, S., Tannenbaum, E., & Stantial, P. (2007). Student-centered teaching in large classes with limited resources. English Teaching Forum, 45(3), 12–18.
Research Connections. (2019). Descriptive Statistics. Retrieved from https://www.researchconnections.org/childcare/datamethods/descriptivestats.jsp
Rose, D. & Martin, J. R. (2012). Learning to Write, Reading to Learn: genre, knowledge and pedagogy in the Sydney school. United Kingdom: Equinox.
Sharma, Sohil. (2019, May). Descriptive Statistics. [Archived document]. Horizons Universiy, Paris, France.
Sultana, A. (2009). Peer correction in ESL classroom. BRAC University Journal, 6(1), 11-19.
Susanti, R., M., D. M., & Indawan. (2020). The Effective Feedback Practices in a Large EFL Writing Class in Indonesia. Talent Development & Excellence, 12(2), 920–932.
Tashakkori, A., & Creswell, J. W. (2007). Editorial: The new era of mixed methods. Journal of Mixed Methods Research, 1(1), 3–7. https://doi.org/10.1177/2345678906293042.
Uswar, Y. & Andriani, N. (2019). EFL students’ ability in writing reviews for a novel at a university in Medan. Studies in English Language and Education. 6. 300-308.10.24815/siele.v6i2.14784.
Burns, A. (2010). Doing Action Research in English Language Teaching: A guide for practitioners. Ney York: NY: Rotledge.
Butler-Pascoe, M. E. & Wiburg, K. M. (2003). Technology and teaching English language learners. Pearson.
Chala-Bejarano P. A. & Chapetón, C. M. (2013). The role of genre-based activities in the writing of argumentative essays in EFL. Profile, Vol. 15, No. 2, 127-147.
Cushing Weigle, S. (2014). Considerations for Teaching Second Language Writing. In Teaching English as a Second or Foreign Language. (3rd edition). Boston: National Geographic Learning.
DeCuir-Gunby, J. (2008). Designing mixed methods research in the social sciences: A racial identity scale development example. In J. Osborne (Ed.), Best Practices in Quantitative Methods. (pp. 125-136). Thousand Oaks, CA: Sage.
Durán-Bautista, D.C. & Huertas-Malagón, S. P. (in press). Mobile phones-assisted practice and note-taking in foreign language oral production. International Journal of Mobile and Blended Learning. 12, 4.
Ellis, R. (2013). Language teaching research and language pedagogy. Malden, MA: John Wiley & Sons Inc.
Edwards, C., & Willis, J. W. (2014). Action research: models, methods, and examples. Charlotte, NC: Information Age Publishing.
García Montes, P.A., Sagre Barboza, A. M., & Lacharme Olascoaga, A. I. (2014). Systemic Functional Linguistics and Discourse Analysis as alternatives when dealing with texts. Profile: Profile: Issues in Teachers' Professional Development, 16, 2, 101-116. Retrieved from https://revistas.unal.edu.co/index.php/profile/article/view/38113/47726.
Gerot, L., & Wignell, P. (1995). Making sense of functional grammar: An introductory workbook. Sydney: Gerd Stabler.
Gómez-Burgos, E. (2017). Use of the genre-based approach to teach expository essays to English pedagogy students. HOW, 24(2), 141-159. http://dx.doi.org/10.19183/how.24.2.330.
Corbin, J., & Strauss, A. (2015). Basics of qualitative research: techniques and procedures for developing grounded theory (4th ed.). Los Angeles, United States: sage Publications.
Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5,93-116.
Halliday, M. A. K. (1978). Language as social semiotic. The social interpretation of language and meaning. London: Edward Arnold.
Halliday, M. A. K., & Hasan, R. (1989). Language, context and texts: Aspects of language in a social-semiotic perspective. Oxford, UK: Oxford University Press.
Hammond, J., and Derewianka, B. (2001). Genre. In R. Carter & D. Nunan (Eds). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press.
Handscomb, G., & MacBeath, J. (2009). Professional development through teacher enquiry. In A. Lawson, Action Research: Making a Difference in Education (Volume 1). Slough: NFER.
Harmer, J. (2001). The practice of English language teaching. Cambridge, UK: Longman.
Herazo Rivera, J. D. (2012). Using a genre-based approach to promote oral communication in the Colombian English classroom. Colombian Applied Linguistics Journal, 14(2), 109-126.
Hinkel, E. (2014). Culture and Pragmatics in Language Teaching and Learning. In Teaching English as a Second or Foreign Language. (3rd edition). Boston: National Geographic Learning.
Hirvela, A. (2017). Argumentation and second language writing: Are we missing the boat? Journal of Second Language Writing, 36, 69–74.
Hirvela, A. (1999). Collaborative writing instruction and communities of readers and writers. TESOL Journal, 7–12. https://doi.org/10.1002/j.1949-3533.1999.tb00169.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164. doi: 10.1016/j.jslw.2007.07.005.
Katz, A. (2014). Assessment in Second Language Classrooms. In Teaching English as a Second or Foreign Language. (3rd edition). Boston: National Geographic Learning.
Lee, J. J., & Deakin, L. (2016). Interactions in L1 and SL undergraduate student writing: Interactional metadiscourse in successful and less-sucessful argumentative
essays. Journal of Second Language Writing, 33, 21–34.
Martin, J. R. (1984). Language, register, and genre. In F. Christie (Ed.), Children writing: Reader (pp. 21-30). Geelong, AU: Deakin University Press.
Martin, J. R. (1999). Factual Writing: Exploring and Challenging Social Reality. Melbourne: Deakin University Press.
Martin, J. R. (2009). Genre and language learning: A social semiotic perspective. Linguistics and Education, 20,10-21. doi: 10.1016/j.linged.2009.01.003.
Martin J. R. & Rose, D. (2003). Working with discourse: Meaning beyond the clause. London: Continuum.
Martin J. R. & Rose, D. (2007). Interacting with text: the role of dialogue in learning to read and write. Foreign Languages in China 4.5: 66-80.
McKernan, J., & McKernan, J. (2013). Curriculum action research: A handbook of methods and resources for the reflective practitioner. Abingdon: Routledge.
Menard-Warwick, J. (2014). English language teachers on the discursive faultiness: Identities, ideologies and pedagogies. North York, ON: Multilingual Matters.
Moussaoui, S. (2012). An investigation of the effects of peer evaluation in enhancing Algerian students’ writing autonomy and positive affect. Procedia: Social and Behavioral Sciences, 69, 1775-1784. https://doi.org/10.1016/j.sbspro.2012.12.127.
Ramírez Balderas, I., & Guillén Cuamatzi, P. M. (2018). Self and peer correction to improve college students’ writing skills. Profile: Issues in Teachers’ Professional Development, 20(2), 179-194. https://doi.org/10.15446/profile.v20n2.67095.
Renaud, S., Tannenbaum, E., & Stantial, P. (2007). Student-centered teaching in large classes with limited resources. English Teaching Forum, 45(3), 12–18.
Research Connections. (2019). Descriptive Statistics. Retrieved from https://www.researchconnections.org/childcare/datamethods/descriptivestats.jsp
Rose, D. & Martin, J. R. (2012). Learning to Write, Reading to Learn: genre, knowledge and pedagogy in the Sydney school. United Kingdom: Equinox.
Sharma, Sohil. (2019, May). Descriptive Statistics. [Archived document]. Horizons Universiy, Paris, France.
Sultana, A. (2009). Peer correction in ESL classroom. BRAC University Journal, 6(1), 11-19.
Susanti, R., M., D. M., & Indawan. (2020). The Effective Feedback Practices in a Large EFL Writing Class in Indonesia. Talent Development & Excellence, 12(2), 920–932.
Tashakkori, A., & Creswell, J. W. (2007). Editorial: The new era of mixed methods. Journal of Mixed Methods Research, 1(1), 3–7. https://doi.org/10.1177/2345678906293042.
Uswar, Y. & Andriani, N. (2019). EFL students’ ability in writing reviews for a novel at a university in Medan. Studies in English Language and Education. 6. 300-308.10.24815/siele.v6i2.14784.
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Publicado
2021-01-28
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Durán, D. C. (2021). Fomento da produção escrita de resenhas entre estudantes universitários de ILE por meio de um enfoque baseado em gênero. Íkala, Revista De Lenguaje Y Cultura, 26(1), 117–138. https://doi.org/10.17533/udea.ikala.v26n02a10
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