Encoder-Message-Decoder: Invoking the Communication Model for Teaching Academic Writing

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14640%2F14%3A00076376" target="_blank" >RIV/00216224:14640/14:00076376 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.cercles2014.org/index.php/en/" target="_blank" >http://www.cercles2014.org/index.php/en/</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Encoder-Message-Decoder: Invoking the Communication Model for Teaching Academic Writing

Popis výsledku v původním jazyce

The presentation discusses approaches to teaching academic writing (AW) in English as a foreign language (EFL), with the primary focus being on teaching writing for publication to Czech doctoral students in the field of geography. Attempts at establishing effective EFL writing pedagogies have not completely succeeded in achieving their didactic goals as such pedagogies require of the instructors highly complex linguistic and discipline-specific knowledge. Following Hyland (2009), three general approaches to teaching AW are offered to help the instructors cope with these challenges, based on the traditional model of communication. Firstly, the ´message?, i.e. the model research article or a student?s text, can be pedagogically explored using the Swalesian move analysis (2004) and syntactic borrowing. Next, the ´encoder of the message? or the author of the text, in this case the student, can be taught a number of strategies for the specific stages of the writing process (i.e.

Název v anglickém jazyce

Encoder-Message-Decoder: Invoking the Communication Model for Teaching Academic Writing

Popis výsledku anglicky

The presentation discusses approaches to teaching academic writing (AW) in English as a foreign language (EFL), with the primary focus being on teaching writing for publication to Czech doctoral students in the field of geography. Attempts at establishing effective EFL writing pedagogies have not completely succeeded in achieving their didactic goals as such pedagogies require of the instructors highly complex linguistic and discipline-specific knowledge. Following Hyland (2009), three general approaches to teaching AW are offered to help the instructors cope with these challenges, based on the traditional model of communication. Firstly, the ´message?, i.e. the model research article or a student?s text, can be pedagogically explored using the Swalesian move analysis (2004) and syntactic borrowing. Next, the ´encoder of the message? or the author of the text, in this case the student, can be taught a number of strategies for the specific stages of the writing process (i.e.

Druh

O - Ostatní výsledky

CEP obor

AJ - Písemnictví, mas–media, audiovize

OECD FORD obor

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Projekt

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Návaznosti

O - Projekt operacniho programu

Rok uplatnění

2014

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů