Using speaking as a springboard to academic writing:a successful pedagogical experience

Autores

DOI:

https://doi.org/10.5902/2176148554628

Palavras-chave:

EAP, Speaking, Academic writing, Integrated skills

Resumo

English for Academic Purposes (EAP) is at the forefront of "both theory development and innovative practice in teaching English as a second/other language" Hyland (2006, p.1), as it has become the predominant language in science and research. However, many EAP courses still lack a theoretical rationale, and teachers rely on textbooks or teaching experiences to develop their own methodology and material.  Based on Newton (2018), Kroll & Vann (1981) and Weissberg (2006), this contribution reports on a successful pedagogical experience that connected the use of speaking to foster the development of academic writing of EAP students in a Brazilian university.

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Biografia do Autor

Climene Fernandes Brito Arruda, UFMG

Professora da área de inglês da Faculdade de Letras da UFMG. Trabalha com inglës para fins acadëmicos atendendo alunos de graduação e pós-graduação.

Lukas John Murphy

Lukas Murphy holds an Ed. D. in Adult Education and Leadership from Teachers College, Columbia University. He served as an English Language Fellow at UFMG in Belo Horizonte, Brazil in 2019 and at IFES in Vitória in 2018. He has also lived and worked in Japan, Russia and the US.

Referências

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Publicado

2021-10-19 — Atualizado em 2022-07-26

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Como Citar

Fernandes Brito Arruda, C., & Murphy, L. J. (2022). Using speaking as a springboard to academic writing:a successful pedagogical experience. Letras, 315–332. https://doi.org/10.5902/2176148554628 (Original work published 19º de outubro de 2021)