The Role of Genre-Based Activities in the Writing of Argumentative Essays in EFL (El papel de actividades basadas en géneros en la escritura de ensayos argumentativos en inglés como lengua extranjera)

Autor/inn/en	Chala Bejarano, Pedro Antonio; Chapetón, Claudia Marcela
Titel	The Role of Genre-Based Activities in the Writing of Argumentative Essays in EFL (El papel de actividades basadas en géneros en la escritura de ensayos argumentativos en inglés como lengua extranjera)
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 15 (2013) 2, S.127-147 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Role; Essays; Writing (Composition); Writing Processes; Writing Instruction; Teaching Methods; Action Research; Language Teachers; College Faculty; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Persuasive Discourse; Preservice Teachers; Questionnaires; Semi Structured Interviews; Positive Attitudes; Self Concept; Social Experience; Literary Styles; Qualitative Research; Colombia + Suchen Sie Ihr Suchwort? Rollen; Essay; Aufsatzunterricht; Schreibübung; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Projektforschung; Language teacher; Sprachunterricht; Fakultät; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Persuasion; Persuasive Kommunikation; Fragebogen; Selbstkonzept; Soziale Erfahrung; Literarischer Stil; Qualitative Forschung; Kolumbien
Abstract	This article presents the findings of an action research project conducted with a group of pre-service teachers of a program in modern languages at a Colombian university. The study intended to go beyond an emphasis on linguistic and textual features in English as a foreign language argumentative essays by using a set of genre-based activities and the understanding of writing as a situated social practice. Data were gathered through questionnaires, semi-structured interviews, class recordings, and students' artifacts. The results showed that genre-based activities supported the participants throughout the experience and boosted their confidence, resulting in a positive attitude towards essay writing. The study highlights the importance of dialogic interaction to provide scaffolding opportunities, of understanding writing as a process, and of the use of samples and explicit instruction to facilitate writing. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: http://www.revistas.unal.edu.co/index.php/profile
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01