Resumo

CORREA, Doris  e  ECHEVERRI, Sandra. Using a Systemic Functional Genre-Based Approach to Promote a Situated View of Academic Writing Among EFL Pre-service Teachers. How [online]. 2017, vol.24, n.1, pp.44-62. ISSN 0120-5927.  https://doi.org/10.19183/how.24.1.303.

This article reports partial results of a qualitative study which explored the gains and challenges encountered by two groups of English as a foreign language pre-service teachers from a public university in Medellin, Colombia, in developing a situated view of academic writing through a systemic functional genre-based instructional unit. The unit was part of a written communications course and used an approach called the teaching-learning cycle. Results from the study suggest that one of the main gains was related to pre-service teachers’ emerging understanding of context, purpose, and audience. One of the main challenges concerned pre-service teachers’ difficulty with shifting their former views of grammar as a fixed system of rules.

Palavras-chave : Academic writing; curriculum cycle; English as a foreign language; genre-based instruction; systemic functional linguistics.

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