Students’ perceptions of a scientific writing course: SFL Genre Pedagogy in an EFL context

Genre approaches to teaching have long been applied to improve students’ skills, and their effect has usually been assessed by looking into students’ productions. In this work, we examine students’ perceptions of the implementation of a genre-based writing course that incorporated tasks developed by...

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Autor principal:	Carolina Andrea Mirallas
Formato:	article
Lenguaje:	PT
Publicado:	Universidade de Santa Cruz do Sul 2021
Materias:	specialist informants scientific research article system of appraisal entities scientific writing Language and Literature P Philology. Linguistics P1-1091
Acceso en línea:	https://doaj.org/article/8f8f26de22d6473b9d8bfde6fadce20d
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spelling	oai:doaj.org-article:8f8f26de22d6473b9d8bfde6fadce20d2021-11-11T14:06:30ZStudents’ perceptions of a scientific writing course: SFL Genre Pedagogy in an EFL context0101-18121982-201410.17058/signo.v46i86.15900https://doaj.org/article/8f8f26de22d6473b9d8bfde6fadce20d2021-05-01T00:00:00Zhttps://online.unisc.br/seer/index.php/signo/article/view/15900https://doaj.org/toc/0101-1812https://doaj.org/toc/1982-2014Genre approaches to teaching have long been applied to improve students’ skills, and their effect has usually been assessed by looking into students’ productions. In this work, we examine students’ perceptions of the implementation of a genre-based writing course that incorporated tasks developed by the Reading to Learn Pedagogy (R2LP) (Rose & Martin, 2008) for the teaching of Scientific Research Articles (SRA) in an EFL context. A scientific writing course in English was offered for 8 weeks on a weekly basis to researchers and Ph.D. students in Argentina. They were asked to answer surveys after every class and once the course finished. Surveys were analysed considering ATTITUDE of the System of Appraisal (Martin & White, 2005), polarity and the entities evaluated. Joint writing and Detailed reading were entities frequently evaluated positively, mainly in terms of usefulness. Negatively appraised entities include contents and exercises, which were perceived as “difficult”. Our evidence suggests that the teaching of SRA writing to researchers through the R2LP in an EFL context is effective. More precisely, teacher-guided activities which were jointly carried out with students were found to be the most useful, making them suitable for a highly specialised audience like the one that participated in this study.Carolina Andrea MirallasUniversidade de Santa Cruz do Sularticlespecialist informantsscientific research articlesystem of appraisalentitiesscientific writingLanguage and LiteraturePPhilology. LinguisticsP1-1091PTSigno, Vol 46, Iss 86, Pp 86-102 (2021)
institution	DOAJ
collection	DOAJ
language	PT
topic	specialist informants scientific research article system of appraisal entities scientific writing Language and Literature P Philology. Linguistics P1-1091
spellingShingle	specialist informants scientific research article system of appraisal entities scientific writing Language and Literature P Philology. Linguistics P1-1091 Carolina Andrea Mirallas Students’ perceptions of a scientific writing course: SFL Genre Pedagogy in an EFL context
description	Genre approaches to teaching have long been applied to improve students’ skills, and their effect has usually been assessed by looking into students’ productions. In this work, we examine students’ perceptions of the implementation of a genre-based writing course that incorporated tasks developed by the Reading to Learn Pedagogy (R2LP) (Rose & Martin, 2008) for the teaching of Scientific Research Articles (SRA) in an EFL context. A scientific writing course in English was offered for 8 weeks on a weekly basis to researchers and Ph.D. students in Argentina. They were asked to answer surveys after every class and once the course finished. Surveys were analysed considering ATTITUDE of the System of Appraisal (Martin & White, 2005), polarity and the entities evaluated. Joint writing and Detailed reading were entities frequently evaluated positively, mainly in terms of usefulness. Negatively appraised entities include contents and exercises, which were perceived as “difficult”. Our evidence suggests that the teaching of SRA writing to researchers through the R2LP in an EFL context is effective. More precisely, teacher-guided activities which were jointly carried out with students were found to be the most useful, making them suitable for a highly specialised audience like the one that participated in this study.
format	article
author	Carolina Andrea Mirallas
author_facet	Carolina Andrea Mirallas
author_sort	Carolina Andrea Mirallas
title	Students’ perceptions of a scientific writing course: SFL Genre Pedagogy in an EFL context
title_short	Students’ perceptions of a scientific writing course: SFL Genre Pedagogy in an EFL context
title_full	Students’ perceptions of a scientific writing course: SFL Genre Pedagogy in an EFL context
title_fullStr	Students’ perceptions of a scientific writing course: SFL Genre Pedagogy in an EFL context
title_full_unstemmed	Students’ perceptions of a scientific writing course: SFL Genre Pedagogy in an EFL context
title_sort	students’ perceptions of a scientific writing course: sfl genre pedagogy in an efl context
publisher	Universidade de Santa Cruz do Sul
publishDate	2021
url	https://doaj.org/article/8f8f26de22d6473b9d8bfde6fadce20d
work_keys_str_mv	AT carolinaandreamirallas studentsperceptionsofascientificwritingcoursesflgenrepedagogyinaneflcontext
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Students’ perceptions of a scientific writing course: SFL Genre Pedagogy in an EFL context

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