Publicación:
Teaching writing as a language practice or social practice in the english class

Vista sencilla de ítem
dc.contributor.advisorJeréz Rodríguez, Sonia Maríaspa
dc.contributor.authorAyazo Solar, Andreaspa
dc.coverage.spatialMontería, Córdobaspa
dc.date.accessioned2020-06-02T19:39:03Zspa
dc.date.available2020-06-02T19:39:03Zspa
dc.date.issued2020-05-30spa
dc.description.abstractLa enseñanza de la escritura en la clase de idioma extranjero puede ser una tarea desalentadora que exige tiempo y esfuerzo de los maestros, pero también requiere que aumenten la conciencia sobre cómo lo hacen actualmente y las razones por las que lo hacen. Muchos docentes no parecen estar conscientes de cómo enseñan la escritura, si lo hacen como práctica del lenguaje o como práctica social. Por lo tanto, esta investigación buscó identificar la comprensión de los docentes acerca de enseñar a escribir en inglés en los cursos de Comunicación en el Programa de Inglés, así como los desafíos que podrían enfrentar al enseñarlo. Los datos se recopilaron de observaciones de clase, el diario del investigador, entrevistas con tres docentes del Programa de Enseñanza del Inglés en la Universidad de Córdoba, y fuentes secundarias como actividades de escritura y los programas del curso. Los resultados mostraron que los docentes tienen creencias sobre cómo enseñar la escritura, generalmente siguiendo un enfoque orientado al producto y al proceso. Sin embargo, los participantes descubrieron instancias en las que han enseñado a escribir como práctica social; aunque, no parecen estar completamente conscientes de las causas. Además, los maestros revelaron que enfrentan desafíos que hacen que la enseñanza de la escritura sea abrumadora y difícil. Se sugiere que se necesita más investigación para continuar explorando cómo los maestros pueden superar los desafíos que enfrentan y hacer uso de un enfoque más equilibrado que integre las formas textuales, centradas en el individuo pero también en lo social.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en lenguas extranjeras con énfasis en inglésspa
dc.description.tableofcontentsACKNOWLEDGMENTS .........................................................................................IIIspa
dc.description.tableofcontentsABSTRACT .......................................................................................................................IVspa
dc.description.tableofcontentsCHAPTER 1: INTRODUCTION.............................................................................. 1spa
dc.description.tableofcontentsCHAPTER 2: THEORETICAL FRAMEWORK............................................ 6spa
dc.description.tableofcontents2.1. Conceptual framework ...............................................................................6spa
dc.description.tableofcontents2.1.1. Writing ................................................................................................................6spa
dc.description.tableofcontents2.1.2. Writing as a social practice .................................................................9spa
dc.description.tableofcontents2.2. Literature review .............................................................................................10spa
dc.description.tableofcontentsCHAPTER 3: METHODOLOGY ..........................................................................15spa
dc.description.tableofcontents3.1. Type of study...................................................................................................... 15spa
dc.description.tableofcontents3.2. Context and participants ........................................................................16spa
dc.description.tableofcontents3.3. Data collection methods ........................................................................18spa
dc.description.tableofcontents3.4. Data analysis ...................................................................................................20spa
dc.description.tableofcontentsCHAPTER 4: FINDINGS.................................................................................... 22spa
dc.description.tableofcontents4.1. Teachers’ beliefs about how students learn to write .............22spa
dc.description.tableofcontents4.1.1. Students’ interests and needs ............................................................22spa
dc.description.tableofcontents4.1.2. Teaching priorities.................................................................................... 24spa
dc.description.tableofcontents4.2. Teachers’ conceptualization of writing .......................................27spa
dc.description.tableofcontents4.2.1. Writing purposes .....................................................................................27spa
dc.description.tableofcontents4.2.2. Writing as an old and new practice ..................................................33spa
dc.description.tableofcontents4.2.3. Error correction ...........................................................................................37spa
dc.description.tableofcontents4.4. Challenges when teaching writing ............................................... 39spa
dc.description.tableofcontentsCHAPTER 5: DISCUSSION ................................................................................43spa
dc.description.tableofcontentsCHAPTER 6: CONCLUSION ................................................................................47spa
dc.description.tableofcontentsREFERENCESspa
dc.description.tableofcontentsAPPENDICESspa
dc.description.tableofcontentsANNEXESspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/2708spa
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
dc.relation.referencesAllen, H. W. (2018). Redefining writing in the foreign language curriculum: Toward a design approach. Foreign Language Annals, 51(3), 513– 532. https://doi.org/10.1111/flan.12350spa
dc.relation.referencesAupperlee, J., Geraghty, N., & Lien, M. (2002, fall). Page 1: Definition, characteristics, and causes of written expression difficulties. Written Expression. https://msu.edu/course/cep/886/Writing/page1.htmspa
dc.relation.referencesBarton, D., & Hamilton, M. (2003). Local literacies: Reading and writing in one community. Routledge. https://doi.org/10.4324/9780203448885spa
dc.relation.referencesBaxter, P. & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-559. https://nsuworks.nova.edu/tqr/vol13/iss4/2spa
dc.relation.referencesBloor, M. & Wood, F. Keywords in qualitative methods: A vocabulary of research concepts. SAGE Publications Ltd. https://dx.doi.org/10.4135/9781849209403.n49spa
dc.relation.referencesBrandt, D. & Clinton, K. (2002). Limits of the local: Expanding perspectives on literacy as a social practice. Journal of Literacy Research, 34(3), 337-356.spa
dc.relation.referencesCarter, R. (2016). Teaching writing in secondary English: Practical approaches to building confidence, enjoyment and achievement. Journal of Professional Learning. https://cpl.asn.au/journal/semester-1-2016/teaching-writing-in-secondary-english-practical-approaches-to-buildingspa
dc.relation.referencesCaulfield, J. (2019, September 06) How to do thematic analysis. Scribbr. https://www.scribbr.com/methodology/thematic-analysis/spa
dc.relation.referencesChapetón, C. M., & Chala, P. A. (2013). Undertaking the act of writing as a situated social practice: going beyond the linguistic and the textual. Colombian Applied Linguistics Journal, 15(1), 25-42. https://doi.org/10.14483/udistrital.jour.calj.2013.1.a02spa
dc.relation.referencesCook, S. (2013, spring). Providing feedback on student writing. San Jose State University. https://www.sjsu.edu/aanapisi/docs/ProvidingFeedbackonStudentWritingbySaraCook.pdfspa
dc.relation.referencesCrossman, A. (2020, Feb 02). An overview of qualitative research methods: Direct observation, interviews, participation, immersion, focus groups. ThoughtCo. https://www.thoughtco.com/qualitative-research-methods-3026555spa
dc.relation.referencesCurrie, P., & Cray, E. (2004). ESL literacy: language practice or social practice? Journal of Second Language Writing, 13(2), 111–132. https://doi.org/10.1016/j.jslw.2004.04.008spa
dc.relation.referencesDarwish, H. (2016). Teachers’ attitudes and techniques towards EFL writing in Egyptian secondary schools. International Journal for 21st Century Education, 3(1), 37–58. https://doi.org/10.21071/ij21ce.v3i1.5646spa
dc.relation.referencesDudovskiy, J. (2016). The ultimate guide to writing a dissertation in business studies: A step-by-step assistance. Research-methodology.net. https://research-methodology.net/about-us/ebook/spa
dc.relation.referencesGee, J. P. (2015). Literacy and education. Routledge.spa
dc.relation.referencesGee, J. P. (2015). The New Literacy Studies. In Rowsell, J., & Pahl, K., The routledge handbook of literacy studies. (pp.35-48). Routledge.spa
dc.relation.referencesIvanič, R. (2009, August 19). Writing as social practice: The roles and challenges of writing in higher education [PDF]. Skrivesenteret Website. http://www.skrivesenteret.no/uploads/files/Ivanic_skrivesenteret_opening.pdfspa
dc.relation.referencesKern, R. (2000). Literacy and language teaching. Oxford University Press.spa
dc.relation.referencesKnapp, P., & Watkins, M. (2005). Genre, text, grammar: Technologies for teaching and assessing writing. UNSW Press.spa
dc.relation.referencesKomariyah, D. N. (2015) Writing strategies used by the fourth semester students of English education department. [Bachelor thesis, Universitas Muhammadiyah Purwokerto]. Universitas Muhammadiyah Purwokertospa
dc.relation.referencesLaszczuk, A. & Garreau, L. (2018). The sibylline research diary. Finance Contrôle Stratégie, 21(3). https://doi.org/10.4000/fcs.3519spa
dc.relation.referencesMadziwa, N. (2016, September 01). Interviewing as a data collection method. LinkedIn. https://www.linkedin.com/pulse/interviewing-data-collection-method-munyaradzi-madziwaspa
dc.relation.referencesNordquist, R. (2019, July 03). Definition, examples, and observations on writing: Glossary of grammatical and rhetorical terms. ThoughtCo. https://www.thoughtco.com/writing-definition-1692616spa
dc.relation.referencesOlson, D. R. (2020, March 13). Writing. Encyclopædia Britannica. https://www.britannica.com/topic/writingspa
dc.relation.referencesRamadan, M. (2019, September 20). Basic Ideas and Techniques for Teaching the Four Language Skills. English Language Teaching & Testing Guide. https://elttguide.com/basic-ideas-and-techniques-for-teaching-the-four-language-skills/spa
dc.relation.referencesTamošiūnaitė, A. (2014). Letter writing as a social practice: Self-reference to writing in Lithuanian correspondence. Lituanus, 60(3), 31–56.spa
dc.relation.referencesZakime, A. (2018, June 04). What is process writing? What is ELT? https://www.whatiselt.com/single-post/2018/06/04/What-is-Process-Writingspa
dc.relation.referencesZakime, A. (2018, June 10). What is product writing? What is ELT? https://www.whatiselt.com/single-post/2018/06/10/What-is-Product-Writingspa
dc.rightsCopyright Universidad de Córdoba, 2020spa
dc.rights.accessrightsinfo:eu-repo/semantics/restrictedAccessspa
dc.rights.creativecommonsAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/spa
dc.subject.keywordsTeachingeng
dc.subject.keywordsWritingeng
dc.subject.keywordsTeacherseng
dc.subject.proposalEnseñanzaspa
dc.subject.proposalEscrituraspa
dc.subject.proposalDocentesspa
dc.titleTeaching writing as a language practice or social practice in the english classeng
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TPspa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_16ecspa
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85spa
Archivos
Bloque original
Mostrando 1 - 2 de 2
Miniatura
Nombre:
ayazosolarandrea.pdf
Tamaño:
1.22 MB
Formato:
Adobe Portable Document Format
Descripción:
Descargar
No hay miniatura disponible
Nombre:
Formato_Autorización.pdf
Tamaño:
301.98 KB
Formato:
Adobe Portable Document Format
Descripción:
Descargar
Bloque de licencias
Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
license.txt
Tamaño:
14.48 KB
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar
Colecciones
E.D.A. Trabajos de Investigación y/o Extensión