Genre analysis applied to two textual patterns for an english for specific purposes course ESP.

Este artículo analiza dos extractos tomados de dos capítulos de dos libros de texto en los cuales se identificaron dos patrones textuales: (1) problema-solución-evaluación y (2) delito-defensa. El estudio, realizado con los principios del análisis de género aplicado (Hoey, 2001) y la caracterización...

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Autores:: Tejada, Harvey
Castellanos Olmedo, Marcela
Robayo, Felipe

Tipo de recurso:: Article of journal

Fecha de publicación:: 2017

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: eng

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dc.title.eng.fl_str_mv	Genre analysis applied to two textual patterns for an english for specific purposes course ESP.
dc.title.translated.spa.fl_str_mv	Análisis de género aplicado a dos patrones textuales para un curso de inglés con fines específicos IFE.
title	Genre analysis applied to two textual patterns for an english for specific purposes course ESP.
spellingShingle	Genre analysis applied to two textual patterns for an english for specific purposes course ESP. IFE/IFA Género Ofensa - Defensa Problema - Solución - Evaluación Enfoque de aprendizaje basado en tareas Características del discurso legal ESP/EAP Genre Offence - Defence Problem - Solution - Evaluation Task - Based learning approach Legal hallmarks FE\|IFA Gênero Problema - Solução - Avaliação Escopo de aprendizagem baseada em tarefas Caraterísticas do discurso legal
title_short	Genre analysis applied to two textual patterns for an english for specific purposes course ESP.
title_full	Genre analysis applied to two textual patterns for an english for specific purposes course ESP.
title_fullStr	Genre analysis applied to two textual patterns for an english for specific purposes course ESP.
title_full_unstemmed	Genre analysis applied to two textual patterns for an english for specific purposes course ESP.
title_sort	Genre analysis applied to two textual patterns for an english for specific purposes course ESP.
dc.creator.fl_str_mv	Tejada, Harvey Castellanos Olmedo, Marcela Robayo, Felipe
dc.contributor.author.spa.fl_str_mv	Tejada, Harvey Castellanos Olmedo, Marcela Robayo, Felipe
dc.subject.spa.fl_str_mv	IFE/IFA Género Ofensa - Defensa Problema - Solución - Evaluación Enfoque de aprendizaje basado en tareas Características del discurso legal
topic	IFE/IFA Género Ofensa - Defensa Problema - Solución - Evaluación Enfoque de aprendizaje basado en tareas Características del discurso legal ESP/EAP Genre Offence - Defence Problem - Solution - Evaluation Task - Based learning approach Legal hallmarks FE\|IFA Gênero Problema - Solução - Avaliação Escopo de aprendizagem baseada em tarefas Caraterísticas do discurso legal
dc.subject.keywords.eng.fl_str_mv	ESP/EAP Genre Offence - Defence Problem - Solution - Evaluation Task - Based learning approach Legal hallmarks FE\|IFA Gênero Problema - Solução - Avaliação Escopo de aprendizagem baseada em tarefas Caraterísticas do discurso legal
description	Este artículo analiza dos extractos tomados de dos capítulos de dos libros de texto en los cuales se identificaron dos patrones textuales: (1) problema-solución-evaluación y (2) delito-defensa. El estudio, realizado con los principios del análisis de género aplicado (Hoey, 2001) y la caracterización del discurso jurídico propuesta por Lisina (2013), permitió acuñar el segundo caso, delito-defensa, como un nuevo patrón. Así, este puede ser considerado un aporte tanto para la literatura relacionada con los patrones textuales como para el campo de la enseñanza del Inglés con Fines Específicos, ife. Además, el artículo presenta una serie de actividades basada en el enfoque de aprendizaje por tarea (Willis, 1996), organizadores gráficos, vocabulario técnico y el análisis llevado a cabo. Esta tarea ha sido diseñada para un curso de ife de lectura de textos académicos en inglés nivel ii en la Universidad del Valle en Cali, Colombia.
publishDate	2017
dc.date.issued.none.fl_str_mv	2017-06-22
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dc.type.local.spa.fl_str_mv	Artículo de revista
dc.type.coar.eng.fl_str_mv	http://purl.org/coar/resource_type/c_6501
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dc.identifier.none.fl_str_mv	https://revistas.pedagogica.edu.co/index.php/RF/article/view/6309 10.17227/01234870.46folios145.162
dc.identifier.issn.none.fl_str_mv	0120-2146 2462-8417
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/20.500.12209/5493
url	https://revistas.pedagogica.edu.co/index.php/RF/article/view/6309 http://hdl.handle.net/20.500.12209/5493
identifier_str_mv	10.17227/01234870.46folios145.162 0120-2146 2462-8417
dc.language.iso.none.fl_str_mv	eng
language	eng
dc.relation.none.fl_str_mv	https://revistas.pedagogica.edu.co/index.php/RF/article/view/6309/5240 https://revistas.pedagogica.edu.co/index.php/RF/article/view/6309/7282
dc.relation.references.none.fl_str_mv	Aslrasuli, M., & Bakhshian, M. (2014). The effect of teaching English textual patterns (problem-solu-tion, hypothetical real, general-specific) on Iranian efl learners’ reading ability. Procedia – Social and Behavioral Sciences, 98(6), 297–303. [Proceedings of the International Conference on Current Trends in elt]. Retrieved from http://www.sciencedirect.com/science/article/pii/S1877042814025117 Bhatia, V. (2002). Applied genre analysis: A multi-per-spective model. Ibérica Revista de la Asociación Europea de Lenguas para Fines Específicos, 3–19. Retrieved from http://www.aelfe.org/documents/text4-Bhatia.pdf Bolton, A. (1999). Quality management systems for the food industry. New York, USA: Springer us Cook, G. (1989). Discourse. Oxford: University Press. Coulthard, M., Moon, R., Johnson, A., Caldas-Coulthard, C. R., & Holland, R. (2000). Written discourse. Birmingham: The Centre for English Language Studies at University of Birmingham Esfandiari, M., Knight, P., Molinari, J., & Zacharias, S. (2012). Task-based learning applied. A collection of research papers. The Nottingham Jubilee Press. School of Education. University of Nottingham. Retrieved: https://www.nottingham.ac.uk/education/documents/research/jubileepress/occasionalpapers/task-based-learning-applied-web-vers---1-dec-2012-(lp).pdf Fogler H. S. & Le Blanc S. E. (1995). Strategies for Creative Problem Solving. New Jersey, USA: Prentice Hall Grabe, B. (2002). Using Discourse Patterns to Improve Reading Comprehension. JA LT. Conference Proceedings. Retrieved from http://jaltpublications.org/archive/proceedings/2002/009.pdf Hoey, M. (2001). Textual interaction: An introduction to written discourse analysis. New York: Routledge Lisina, N. (2013). Stylistic features of legal discourse: A comparative study of English and Norwegian legal vocabulary [thesis]. University of Oslo, Oslo, Norway Ludescher, F. (2003). Task-based learning by Dave and Jane Willis.Retrieved from http://www2.vobs.at/ludescher/Grammar/task_based_learning.htm Orcutt, K. (n.d). 20 strategies to teach text struc-ture. Retrieved from https://education.illinois-state.edu/downloads/casei/3-01-04handout%20TextStructureResources%201.pdf The Society of Food Hygiene and Technology. (2009). Retrieve from: http://www.sofht.co.uk/wp-content/uploads/2016/09/W-food-law-due-diligence-de-fence.pdf Widdowson, H. G. (1978). Teaching language as commu-nication. Oxford: Oxford University Press Willis, J. (1996). A framework for task-based learning. USA: Longman.
dc.rights.uri.none.fl_str_mv	https://creativecommons.org/licenses/by-nc/4.0
dc.rights.accessrights.none.fl_str_mv	info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2
dc.rights.creativecommons.none.fl_str_mv	Attribution-NonCommercial 4.0 International
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dc.publisher.spa.fl_str_mv	Editorial Universidad Pedagógica Nacional
dc.source.spa.fl_str_mv	Folios; No. 46 (2017): (jul-dic); 145.162 Folios; Núm. 46 (2017): (jul-dic); 145.162 Folios; n. 46 (2017): (jul-dic); 145.162
dc.source.fra.fl_str_mv	Folios; No. 46 (2017): (jul-dic); 145.162
institution	Universidad Pedagógica Nacional
repository.name.fl_str_mv	Repositorio Institucional Universidad Pedagógica Nacional
repository.mail.fl_str_mv	repositorio@pedagogica.edu.co
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spelling	Tejada, HarveyCastellanos Olmedo, MarcelaRobayo, Felipe2017-06-22https://revistas.pedagogica.edu.co/index.php/RF/article/view/630910.17227/01234870.46folios145.1620120-21462462-8417http://hdl.handle.net/20.500.12209/5493Este artículo analiza dos extractos tomados de dos capítulos de dos libros de texto en los cuales se identificaron dos patrones textuales: (1) problema-solución-evaluación y (2) delito-defensa. El estudio, realizado con los principios del análisis de género aplicado (Hoey, 2001) y la caracterización del discurso jurídico propuesta por Lisina (2013), permitió acuñar el segundo caso, delito-defensa, como un nuevo patrón. Así, este puede ser considerado un aporte tanto para la literatura relacionada con los patrones textuales como para el campo de la enseñanza del Inglés con Fines Específicos, ife. Además, el artículo presenta una serie de actividades basada en el enfoque de aprendizaje por tarea (Willis, 1996), organizadores gráficos, vocabulario técnico y el análisis llevado a cabo. Esta tarea ha sido diseñada para un curso de ife de lectura de textos académicos en inglés nivel ii en la Universidad del Valle en Cali, Colombia. Item created via OAI harvest from source: https://revistas.pedagogica.edu.co/index.php/RF/oai on 2021-08-02T16:42:19Z (GMT). Item's OAI Record identifier: oai:pedagogica.edu.co-REVISTAS-UPN-CO:article/6309This article analyses two excerpts taken from two chapters of two textbooks in which two textual patterns were identified: (1) Problem-Solution-Evaluation and (2) Offence-Defence. The analysis, based on the principles of the applied-genre analysis (Hoey, 2001) and the characterization of legal discourse proposed by Lisina (2013), made it possible to coin the Offence-Defence pattern as a new one. Thus, this new pattern may be considered a contribution to both the textual pattern literature and the esp field. In addition, the article presents a series of activities based on the Task-Based Learning Approach (Willis, 1996), graphic organizers, technical vocabulary, and the analysis carried out. This task has been designed for a second level esp course on reading academic texts at Universidad del Valle in Cali, Colombia application/pdftext/xmlengEditorial Universidad Pedagógica Nacionalhttps://revistas.pedagogica.edu.co/index.php/RF/article/view/6309/5240https://revistas.pedagogica.edu.co/index.php/RF/article/view/6309/7282Aslrasuli, M., & Bakhshian, M. (2014). The effect of teaching English textual patterns (problem-solu-tion, hypothetical real, general-specific) on Iranian efl learners’ reading ability. Procedia – Social and Behavioral Sciences, 98(6), 297–303. [Proceedings of the International Conference on Current Trends in elt]. Retrieved from http://www.sciencedirect.com/science/article/pii/S1877042814025117Bhatia, V. (2002). Applied genre analysis: A multi-per-spective model. Ibérica Revista de la Asociación Europea de Lenguas para Fines Específicos, 3–19. Retrieved from http://www.aelfe.org/documents/text4-Bhatia.pdfBolton, A. (1999). Quality management systems for the food industry. New York, USA: Springer usCook, G. (1989). Discourse. Oxford: University Press.Coulthard, M., Moon, R., Johnson, A., Caldas-Coulthard, C. R., & Holland, R. (2000). Written discourse. Birmingham: The Centre for English Language Studies at University of BirminghamEsfandiari, M., Knight, P., Molinari, J., & Zacharias, S. (2012). Task-based learning applied. A collection of research papers. The Nottingham Jubilee Press. School of Education. University of Nottingham. Retrieved: https://www.nottingham.ac.uk/education/documents/research/jubileepress/occasionalpapers/task-based-learning-applied-web-vers---1-dec-2012-(lp).pdfFogler H. S. & Le Blanc S. E. (1995). Strategies for Creative Problem Solving. New Jersey, USA: Prentice HallGrabe, B. (2002). Using Discourse Patterns to Improve Reading Comprehension. JA LT. Conference Proceedings. Retrieved from http://jaltpublications.org/archive/proceedings/2002/009.pdfHoey, M. (2001). Textual interaction: An introduction to written discourse analysis. New York: RoutledgeLisina, N. (2013). Stylistic features of legal discourse: A comparative study of English and Norwegian legal vocabulary [thesis]. University of Oslo, Oslo, NorwayLudescher, F. (2003). Task-based learning by Dave and Jane Willis.Retrieved from http://www2.vobs.at/ludescher/Grammar/task_based_learning.htmOrcutt, K. (n.d). 20 strategies to teach text struc-ture. Retrieved from https://education.illinois-state.edu/downloads/casei/3-01-04handout%20TextStructureResources%201.pdfThe Society of Food Hygiene and Technology. (2009). Retrieve from: http://www.sofht.co.uk/wp-content/uploads/2016/09/W-food-law-due-diligence-de-fence.pdfWiddowson, H. G. (1978). Teaching language as commu-nication. Oxford: Oxford University PressWillis, J. (1996). A framework for task-based learning. USA: Longman.https://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial 4.0 InternationalFolios; No. 46 (2017): (jul-dic); 145.162Folios; Núm. 46 (2017): (jul-dic); 145.162Folios; n. 46 (2017): (jul-dic); 145.162Folios; No. 46 (2017): (jul-dic); 145.162IFE/IFAGéneroOfensa - DefensaProblema - Solución - EvaluaciónEnfoque de aprendizaje basado en tareasCaracterísticas del discurso legalESP/EAPGenreOffence - DefenceProblem - Solution - EvaluationTask - Based learning approachLegal hallmarksFE\|IFAGêneroProblema - Solução - AvaliaçãoEscopo de aprendizagem baseada em tarefasCaraterísticas do discurso legalGenre analysis applied to two textual patterns for an english for specific purposes course ESP.Análisis de género aplicado a dos patrones textuales para un curso de inglés con fines específicos IFE.Artículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a8520.500.12209/5493oai:repository.pedagogica.edu.co:20.500.12209/54932024-01-19 12:59:25.267Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.co

Genre analysis applied to two textual patterns for an english for specific purposes course ESP.

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