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

Autor/innen

DOI:

https://doi.org/10.5902/2176148554628

Schlagworte:

EAP, Speaking, Academic writing, Integrated skills

Abstract

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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Autor/innen-Biografien

Climene Fernandes Brito Arruda, Universidade Federal de Minas Gerais, Belo Horizonte, MG

É professora na área de língua inglesa da Faculdade de Letras da Universidade Federal de Minas Gerais - UFMG. Tem  doutorado (2014) em Estudos Linguísticos pela UFMG. a o Setor de Proficiência Linguística da Diretoria de Relações Internacionais da UFMG.  Tem experiência na área de Linguística Aplicada, com ênfase em Ensino de Língua Inglesa, tendo interesse principalmente nas seguintes áreas: inglês para fins acadêmicos, aprender a aprender e formação de professores. 

Lukas John Murphy, Columbia University, Nova York, Estados Unidos

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.

Literaturhinweise

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2021-10-19 — aktualisiert am 2022-07-26

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Zitationsvorschlag

Arruda, C. F. B., & 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 19. Oktober 2021)

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Edição Especial - 3/2020: Letramento acadêmico: práticas pedagógicas em tempos de internacionalização

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