Escritura académica en inglés en el nivel superior: el rol del contenido en el desarrollo de la coherencia textual
Many ESL/EFL (English as a Second or Foreign Language) writing classes aim at developing core pillars in the teaching of EFL composition, like coherence. Unfortunately, theory and exposure to written texts [models] may not always be of help. In addition to this, familiarity with the topic might have...
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| Formato: | Online |
| Lenguaje: | spa |
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Instituto de Lingüística, Facultad de Filosofía y Letras, Universidad Nacional de Cuyo
2021
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/analeslinguistica/article/view/4590 |
| Sumario: | Many ESL/EFL (English as a Second or Foreign Language) writing classes aim at developing core pillars in the teaching of EFL composition, like coherence. Unfortunately, theory and exposure to written texts [models] may not always be of help. In addition to this, familiarity with the topic might have a negative influence on students’ written prose. The analysis of texts written by two groups of freshmen in two universities indicated that many students experienced more difficulties to compose coherent texts when they wrote about course content than when they wrote the same type of text about a topic of general interest. The question that remains is: which is the role of course content like novels, short stories, and essays in the EFL writing class at university? |
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