Detalles del Título
Detalles del Título

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Título Didactic sequence design for the development of academic texts reading with a genre-and-content-based approach for life sciences undergraduate programs of Universidad del Valle [recurso electrónico]Tesis o Trabajo de grado / CD-ROM - Tesis o Trabajo de grado
Parte de Tesis. Univalle. Facultad de Humanidades. Licenciatura en Lenguas Extranjeras inglés-Francés
Autor(es) Martínez Caballero, Juan David (Autor)
Berdugo Torres, Martha Isabel (Director de Tesis o Trabajo de Grado)
Publicación Colombia : Universidad del Valle, 2015
Descripción Física 1 CD-ROM
Idioma Inglés;
Clasificación(es) 401.41
Materia(s) Secuencia didáctica; Lectura en lengua extranjera; Funciones retóricas; Ciencias de la vida; Libros de texto; Lenguaje especializado; Inglés (Lengua); Textos escritos; Universidad del Valle;
Nota(s) Tesis (Licenciatura en Lenguas Extranjeras inglés-Francés). Universidad del Valle. Facultad de Humanidades
ABSTRACT:
The project of this work was to design and evaluate a didactic sequence for the development of reading in a context of English for Academic Purposes (life sciences undergraduate programs) at Universidad del Valle. This work was carried out considering three main phases: a needs analysis phase that aimed at establishing a characterization of the target students group, secondly, a design phase through which the treatment of two main conceptual frames, content and genre-based approaches to the study of written texts was set to be the core for this project and finally, a third phase in which an evaluation of the design results was effectuated by specialized revisers. In this manner, this work offers a clear overview of the particularities that are rooted to very specific social groups in terms of language teaching and learning; these particularities are taken into account through the implementation of the approaches considered here; a genre-approach that capitalizes the orientations of an academic group with special discursive characteristics and a content approach that synthetizes the terminological and conceptual frames into which English teaching efforts are comprised. Thus, these design results exhibit a model of lesson organization in which figures for structural analysis called “rhetorical functions” are introduced as a mechanism to examine specific textual frames in specific study fields, namely, life sciences textbooks.

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