The design and implementation of an English for Research Publication Purposes course: A corpus-based genre-analytic pedagogical intervention

Autores/as

Palabras clave:

curso de formación en ERPP, análisis de género, pedagogía basada en corpus, enfoque crítico-pragmático

Resumen

La presión sobre los académicos que usan el inglés como segunda lengua para que publiquen sus investigaciones en revistas en inglés se ha extendido recientemente a los estudiantes de posgrado inscritos en programas de doctorado. Sin embargo, en las instituciones de educación superior de todo el mundo, se ofrecen pocos cursos de formación en English for Research Publication Purposes (ERPP) con el objetivo de proporcionar a los estudiantes estrategias retóricas efectivas que podrían facilitarles la integración en sus comunidades disciplinarias. En este artículo presentamos el diseño e implementación de un curso de formación en ERPP, dirigido a estudiantes de doctorado en Artes y Humanidades, que se basa en la recopilación previa de un corpus de artículos de investigación seleccionados por los mismos participantes, un análisis de género de los textos y un enfoque crítico-pragmático para la enseñanza de las características socioculturales que sustentan todo el proceso de publicación de la propia investigación. Basándonos en el análisis de las respuestas a un cuestionario de evaluación del curso, también pretendemos indagar en las percepciones de los participantes en relación con la intervención pedagógica. Los resultados indican que, mediante la participación activa en el curso, los estudiantes reconocen haber adquirido una mayor comprensión del contexto socio-pragmático relacionado con el proceso de publicación, incluyendo un mayor entendimiento de las estructuras retóricas predominantes en los artículos de investigación y resúmenes, de las prácticas académicas prevalentes a nivel nacional e internacional, y de la potencial variación de estrategias comunicativas en sus áreas disciplinarias específicas.

 

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Biografía del autor/a

Pedro Martín Martín, Universidad de La Laguna

Pedro Martín is a tenured lecturer in EAP at the University of La Laguna, Spain. His main area of interest is intercultural and cross-disciplinary academic discourse. He has published a number of articles on this issue. He is also the author of the book The Rethoric of the Abstract in English and Spanish Scientific Discourse (2005), and coeditor of the monograph English as an Additional Language in Research Publication and Communication (2008). He is currently a team member of a multidisciplinary project (ENEIDA) on the rhetorical strategies used by Spanish scholars when seeking to publish in English-medium journals.

 

Sally Burgess, Universidad de La Laguna

Sally Burgess is a lecturer in English at the University of La Laguna, Spain. Her main research interests are in cross-cultural rhetoric, the contribution of language professionals to the preparation of research publications, the teaching of research writing in the university context, and the effects of research evaluation policies on scholars’ publishing practices and professional trajectories. With Margaret Cargill she organized the first PRISEAL (Publishing Research Internationally: Issues for Speakers of English as an Additional Language) conference in early 2007. She is currently the book reviews editor of the Journal of English for Research Publication Purposes.

 

Citas

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Burgess, S. & Cargill, M. (2013). Using genre analysis and corpus linguistics to teach research article writing. In V. Matarese (ed.), Supporting research writing: Roles and challenges in multilingual settings, 55-71. Oxford: Chandos Publishing.

Burgess, S., Gea-Valor, M. L., Moreno, A. I., & Rey-Rocha, J. (2014). Affordances and constraints on research publication: A comparative study of the language choices of Spanish historians and psychologists. Journal of English for Academic Purposes 14, 72-83.

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Publicado

2021-12-08

Cómo citar

Martín Martín, P., & Burgess, S. (2021). The design and implementation of an English for Research Publication Purposes course: A corpus-based genre-analytic pedagogical intervention. Revista De Lenguas Para Fines Específicos, 27(2), 91–108. Recuperado a partir de https://ojsspdc.ulpgc.es/ojs/index.php/LFE/article/view/1387

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Vol. 27 Núm. 2 (2021): Revista de lenguas para fines específicos

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