Teaching efl academic writing in colombia: reflections in contrastive rhetoric

This essay relates observations to the reasons that advanced students of English as a foreign language in Colombia struggle with English composition. It identifies some cultural, academic, and disciplinary influences that may obfuscate their assimilation of the conventions of written English. It con...

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Autores:
Gómez, Juan D.
Tipo de recurso:
Article of journal
Fecha de publicación:
2011
Institución:
Universidad Nacional de Colombia
Repositorio:
Universidad Nacional de Colombia
Idioma:
spa
OAI Identifier:
oai:repositorio.unal.edu.co:unal/33514
Acceso en línea:
https://repositorio.unal.edu.co/handle/unal/33514
http://bdigital.unal.edu.co/23594/
Palabra clave:
TESOL
EFL
Contrastive rhetoric
EFL composition
pre-service English teacher education
teaching English as a second language.
Rights
openAccess
License
Atribución-NoComercial 4.0 Internacional
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spelling Atribución-NoComercial 4.0 InternacionalDerechos reservados - Universidad Nacional de Colombiahttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Gómez, Juan D.a26865e9-fe42-4b2f-894e-864ee1d58c053002019-06-27T22:58:32Z2019-06-27T22:58:32Z2011https://repositorio.unal.edu.co/handle/unal/33514http://bdigital.unal.edu.co/23594/This essay relates observations to the reasons that advanced students of English as a foreign language in Colombia struggle with English composition. It identifies some cultural, academic, and disciplinary influences that may obfuscate their assimilation of the conventions of written English. It concludes by proposing that the teaching of context awareness would help said students in their writing of academic texts in English.Este ensayo relata observaciones acerca de las causas por las cuales los estudiantes de nivel avanzado de inglés como lengua extranjera tienen dificultades al redactar en dicha lengua. El ensayo señala algunas causas culturales, académicas y otras relacionadas con el campo específico de estudio, que podrían obstaculizar la asimilación de las normas del inglés escrito. Finalmente, propone que la enseñanza del reconocimiento de contexto les ayudaría a estos estudiantes a redactar textos académicos en inglés.application/pdfspaUniversidad Nacional de Colombia, Facultad de Ciencias Humanashttp://revistas.unal.edu.co/index.php/profile/article/view/20577Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional DevelopmentPROFILE Issues in Teachers' Professional DevelopmentGómez, Juan D. (2011) Teaching efl academic writing in colombia: reflections in contrastive rhetoric. PROFILE Issues in Teachers' Professional Development; Vol. 13, núm. 1 (2011): PROFILE Journal Vol. 13 No. 1: Issues in Teachers’ Professional Development; 205-213 PROFILE Issues in Teachers' Professional Development; Vol. 13, núm. 1 (2011): PROFILE Journa .Teaching efl academic writing in colombia: reflections in contrastive rhetoricArtículo de revistainfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Texthttp://purl.org/redcol/resource_type/ARTTESOLEFLContrastive rhetoricEFL compositionpre-service English teacher educationteaching English as a second language.ORIGINAL20577-144644-1-PB.htmtext/html35271https://repositorio.unal.edu.co/bitstream/unal/33514/1/20577-144644-1-PB.htm996d552aad2bb18fa4ca249af229746dMD5120577-69535-1-PB.pdfapplication/pdf1520474https://repositorio.unal.edu.co/bitstream/unal/33514/2/20577-69535-1-PB.pdf6864222c30c3264184a920d97fbfb2dfMD52THUMBNAIL20577-69535-1-PB.pdf.jpg20577-69535-1-PB.pdf.jpgGenerated Thumbnailimage/jpeg5668https://repositorio.unal.edu.co/bitstream/unal/33514/3/20577-69535-1-PB.pdf.jpg8125b94b1b2cd57f38af7020c828dad4MD53unal/33514oai:repositorio.unal.edu.co:unal/335142022-12-26 23:05:01.683Repositorio Institucional Universidad Nacional de Colombiarepositorio_nal@unal.edu.co
dc.title.spa.fl_str_mv Teaching efl academic writing in colombia: reflections in contrastive rhetoric
title Teaching efl academic writing in colombia: reflections in contrastive rhetoric
spellingShingle Teaching efl academic writing in colombia: reflections in contrastive rhetoric
TESOL
EFL
Contrastive rhetoric
EFL composition
pre-service English teacher education
teaching English as a second language.
title_short Teaching efl academic writing in colombia: reflections in contrastive rhetoric
title_full Teaching efl academic writing in colombia: reflections in contrastive rhetoric
title_fullStr Teaching efl academic writing in colombia: reflections in contrastive rhetoric
title_full_unstemmed Teaching efl academic writing in colombia: reflections in contrastive rhetoric
title_sort Teaching efl academic writing in colombia: reflections in contrastive rhetoric
dc.creator.fl_str_mv Gómez, Juan D.
dc.contributor.author.spa.fl_str_mv Gómez, Juan D.
dc.subject.proposal.spa.fl_str_mv TESOL
EFL
Contrastive rhetoric
EFL composition
pre-service English teacher education
teaching English as a second language.
topic TESOL
EFL
Contrastive rhetoric
EFL composition
pre-service English teacher education
teaching English as a second language.
description This essay relates observations to the reasons that advanced students of English as a foreign language in Colombia struggle with English composition. It identifies some cultural, academic, and disciplinary influences that may obfuscate their assimilation of the conventions of written English. It concludes by proposing that the teaching of context awareness would help said students in their writing of academic texts in English.Este ensayo relata observaciones acerca de las causas por las cuales los estudiantes de nivel avanzado de inglés como lengua extranjera tienen dificultades al redactar en dicha lengua. El ensayo señala algunas causas culturales, académicas y otras relacionadas con el campo específico de estudio, que podrían obstaculizar la asimilación de las normas del inglés escrito. Finalmente, propone que la enseñanza del reconocimiento de contexto les ayudaría a estos estudiantes a redactar textos académicos en inglés.
publishDate 2011
dc.date.issued.spa.fl_str_mv 2011
dc.date.accessioned.spa.fl_str_mv 2019-06-27T22:58:32Z
dc.date.available.spa.fl_str_mv 2019-06-27T22:58:32Z
dc.type.spa.fl_str_mv Artículo de revista
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http://bdigital.unal.edu.co/23594/
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dc.relation.ispartof.spa.fl_str_mv Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional Development
PROFILE Issues in Teachers' Professional Development
dc.relation.references.spa.fl_str_mv Gómez, Juan D. (2011) Teaching efl academic writing in colombia: reflections in contrastive rhetoric. PROFILE Issues in Teachers' Professional Development; Vol. 13, núm. 1 (2011): PROFILE Journal Vol. 13 No. 1: Issues in Teachers’ Professional Development; 205-213 PROFILE Issues in Teachers' Professional Development; Vol. 13, núm. 1 (2011): PROFILE Journa .
dc.rights.spa.fl_str_mv Derechos reservados - Universidad Nacional de Colombia
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dc.rights.license.spa.fl_str_mv Atribución-NoComercial 4.0 Internacional
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dc.rights.accessrights.spa.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv Atribución-NoComercial 4.0 Internacional
Derechos reservados - Universidad Nacional de Colombia
http://creativecommons.org/licenses/by-nc/4.0/
http://purl.org/coar/access_right/c_abf2
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institution Universidad Nacional de Colombia
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