El ciclo pedagogico de la linguistica sistemico funcional en la enseñanza y aprendizaje de la lectura del genero abstract en el area de educacion

Abstract

Reading texts can be a difficult task, especially in academic contexts in which knowledge of the discipline and conventions of scholarly communication becomes essential. Reading can be even more challenging if it is in a foreign language. In the context of the National University of La Pampa, students of the Human Sciences School are challenged to learn academic reading in English in the field of Educational Sciences. The aim of this thesis is to explore two ESP students? perceptions of a genre- based pedagogical intervention for teaching and learning to read abstracts in the field of education, with a focus on the process types of the transitivity system of Systemic Functional Linguistics (SFL) that characterize the rhetorical moves of the abstract. In order to fulfill the objective of this study, a qualitative research design for multiple case studies was implemented. The findings of this study show that the participating students perceived that the implementation of a pedagogical intervention based on the Teaching-learning cycle facilitated the development of their reading skills to comprehend abstracts. The participants? perceptions indicated that the reading guides were highly useful to solve the tasks required, apply already learnt vocabulary, identify processes and rhetorical moves and work with classmates and teachers in the process of reading abstracts in the field of education. The findings of this study suggest that teaching and learning through Genre-based Pedagogy proves a useful tool.