Analysis of MA Students' Writing in English Language Teaching: A Systemic Functional Linguistic Approach

Autor/in	Ariza-Pinzón, Vicky
Titel	Analysis of MA Students' Writing in English Language Teaching: A Systemic Functional Linguistic Approach
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 23 (2021) 1, S.75-88 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ariza-Pinzón, Vicky)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Masters Programs; Graduate Students; Masters Theses; Second Language Learning; Second Language Instruction; English (Second Language); Academic Language; Literacy; Teaching Methods; Semiotics; Teacher Education; Persuasive Discourse; Writing Evaluation; Language Teachers; College Second Language Programs; Foreign Countries; Language Patterns; Computational Linguistics; Discourse Analysis; Mexico + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Semiotik; Lehrerausbildung; Lehrerbildung; Persuasion; Persuasive Kommunikation; Language teacher; Sprachunterricht; Ausland; Sprachmodell; Sprachstruktur; Linguistics; Computerlinguistik; Diskursanalyse; Mexiko
Abstract	This study explores the ways in which master thesis writers position their research in the field of English language teaching in a context where academic literacies are still a developing field. From a social semiotic perspective, this paper aims to identify the resources writers use to represent their object of study and provide a context and justification for research. The analysis focuses on the ideational and textual metafunctions to account for patterns of meanings in seven introductory chapters of master theses in English teacher education. The results reveal a set of interconnected genres--descriptions of the object of study, definitions, and personal exemplum--that build a shared experience with the reader as well as the persuasive purpose of the text. (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: https://revistas.unal.edu.co/index.php/profile/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01