scholarly journals Un programa de lectura y escritura universitario: Lineamientos teóricos, características y resultados de aplicación

2016 ◽  
Vol 13 (1) ◽  
pp. 33 ◽  
Author(s):  
Estela Inés Moyano ◽  
Jacqueline Giudice
Keyword(s):  
Key Words ◽  
Buenos Aires ◽  
Systemic Functional Linguistics ◽  
Writing Skills ◽  
Writing Program ◽  
Reading And Writing ◽  
Functional Linguistics ◽  
Academic Reading ◽  
Written Production

ResumenEste artículo tiene por objetivo presentar el Programa de Lectura y Escritura Académicas (PROLEA-UFLO) que se está implementando en la Universidad de Flores (Buenos Aires, Argentina). Para ello, se presentan los lineamientos teóricos que orientan el programa, su metodología de aplicación didáctica, sus características y algunos resultados obtenidos en una instancia de aplicación. Así, se desarrollan primero las razones por las que un programa de este tipo debe ser instalado; una teoría de aprendizaje mediada por el lenguaje; una teoría de género y discurso enmarcada en la Lingüística Sistémico-Funcional que se propone como base para la enseñanza y, como metodología, un dispositivo didáctico adaptado del de la Escuela de Sydney. En segundo término, se presenta la intervención del Programa llevada a cabo en una materia ubicada en el primer cuatrimestre del primer año de la carrera de Psicología, a fin de mostrar la evolución de la escritura de los estudiantes en ese contexto.Palabras clave: Programa de lectura y escritura académicas – Lingüística Sistémico-Funcional – aprendizaje – enseñanza - géneros discursivos – evolución de habilidades de lectura y escritura – universidad.*************************************************************************A tertiary reading and writing program: theoretical guidelines, characteristics and application resultsAbstract:The goal of this article is to present the Academic Reading and Writing Program (PROLEA-UFLO) which is being implemented at Flores University (Buenos Aires, Argentina). For that purpose, the theoretical guidelines that found the program are presented, as well as its didactic application methodology, its characteristics and some of the results achieved in one instance of application. Thus, in the first place the rationale for the establishment of such type of program is developed; a theory of learning mediated by language; a theory of genre and discourse framed within Systemic-Functional Linguistics which is proposed as a basis for teaching and, a didactic device adapted from the Sydney School as the methodology. Secondly, an intervention carried out in the first term of the year in the major of Psychology is exposed in order to show the evolution of the students’ written production within that context. Key words: academic reading and writing program, Systemic-Functional linguistics, learning, teaching, discourse genres, reading and writing skills evolution.*************************************************************************Um programa de leitura e escrita universitário. Lineamentos teóricos, características e resultados de aplicaçãoResumoEste artigo tem por objetivo apresentar o Programa de Leitura e Escrita Acadêmicas (PROLEA-UFLO) que está sendo implementado na Universidade de Flores (Buenos Aires, Argentina). Para isso se apresentam os lineamentos teóricos que orientam o programa, sua metodologia de aplicação didática, suas características e alguns resultados obtidos numa instância de aplicação. Assim sendo, desenvolvem-se primeiro as razões pelas que um programa de este tipo deve ser instalado; uma teoria da aprendizagem mediada pela linguagem; uma teoria de gênero e discurso emoldurada na Linguística Sistêmico-Funcional que é proposta como base para o ensino e, como metodologia, um dispositivo didático adatado do da Escola de Sydney. Em segundo termo, se apresenta a intervenção do programa levada a cabo numa disciplina programada dentro  do primeiro quadrimestre do primeiro ano do curso de Psicologia, com a finalidade de mostrar a evolução dos estudantes neste contexto.Palavras chave: Programa de leitura e escrita acadêmicas, linguística sistêmico-funcional, aprendizagem, ensino, gêneros discursivos, evolução de habilidades de escrita e leitura, universidade.

scholarly journals Penguakan Makna Ideasional pada Teks Lagu Mars Unipdu dalam Kacamata Sistemik Fungsiona Linguistik (SFL)

2017 ◽  
Vol 8 (2) ◽  
pp. 84
Author(s):  
Binti Qaniah Qaniah
Keyword(s):  
Key Words ◽  
Systemic Functional Linguistics ◽  
Mental Process ◽  
Functional Linguistics ◽  
Deep Meaning ◽  
Relational Process

Binti Qani’ahUniversitas Pesantren Tinggi Darul Ulum [email protected]   AbstrakLagu mars Unipdu merupakan lagu kebanggaan bagi loyalis dan mahasiswa Unipdu. Sayangnya, kebanyakan dari mereka kurang memahami secara mendalam makna mars Unipdu. Makna mendalam dari mars Unipdu dapat diketahui dengan menggunakan pendekatan Systemic Functional Linguistics (SFL).Penelitian menggunakan teknik trianggulasi data. Tujuan dari penelitian ini yaitu untuk lebih mengetahui tujuan dan makna mars Unipdu secara implisit. Hasil dari penelitian menunjukkan bahwa proses transitivitas dominasi proses perilaku 5 data atau 72%. Proses ini terdiri dari 1 data atau 14% proses perilaku verbal dan 4 data atau 58% proses perilaku mental. Proses ini menunjukkan bahwa Universitas Pesantren Tinggi Darul Ulum (Unipdu) Jombang membina, mewujudkan, dakwah dan mencetak insan,  tidak hanya sekedar bicara tetapi juga memberi contoh yang baik. Selanjutnya, proses mental terdiri dari 1 data atau 14%. Proses ini menunjukkan bahwa harapan untuk mendapatkan ridlo Allah menjadi jantung untuk mencetak insan yang bertakwa. Sementara itu, proses relasional identifikasi terdapat juga 1 data atau 14%. Hal ini mengindifikasikan bahwa Pancaran sinar Darul Ulum itu mempunyai pengaruh dalam pengembangan ilmu agama, intelektualitas, dan pengetahuan. Secara umum Universitas Pesantren Tinggi Darul Ulum (Unipdu) mempunyai peranan aktif dalam mencetak insan yang bertakwa.Kata Kunci: Lagu mars Unipdu, proses transitivitas, insan  AbstractThe song of mars Unipdu is the song for unipdu loyalis and students. Unfortunately, Most of them lack of understanding the deep meaning of mars Unipdu. The deep meaning of mars Unipdu can be known by using Systemic Functional Linguistics (SFL) approach.This research used data trianggulation techniques. The purpose of this study was to know more the aim and meaning of Unipdu mars implicitly. The result of this study showed that the transitivity processes are dominated by behavioural process, 5 data or 72%. It contained 1 data or 14% for verbal behavioural process and 4 data or 58% for mental behavioural processes. This processes indicated that Universitas Pesantren Tinggi Darul Ulum (Unipdu) Jombang educated, actualized, and created students, It was not only by saying but also giving good behaviors. Then, mental process consisted of 1 data or 14%. This process showed that the hopes to have Allah’s “ridlo” became a heart for creating “takwa’ students. Meanwhile, Identifying relational process had 1 data or 14%. It indicated that rays of Darul Ulum had effects in developing of religions, intellectualities, and knowledges.Generally, Universitas Pesantren Tinggi Darul Ulum (Unipdu) Jombang had active roles in creating “takwa” students. It related to Allah’s “ridlo”.Key words: The song of mars Unipdu, Transitivity process, and students

scholarly journals Teacher Perceptions of Strategies for Improving ESOL Students’ Academic English Skills: A K-12 Perspective

2011 ◽  
Vol 40 (3) ◽  
Author(s):  
Jinyan Huang ◽  
Alexis Smith ◽  
R. Smith
Keyword(s):  
Teacher Perceptions ◽  
Academic Writing ◽  
Writing Skills ◽  
Classroom Teachers ◽  
Academic English ◽  
Reading And Writing ◽  
Teachers Perceptions ◽  
Academic Reading ◽  
K 12 ◽  
Areas Of Interest

This study investigates five North American K-12 classroom teachers’ perceptions of ESOL students’ challenges in academic English skills and strategies for improving ESOL students’ academic English skills. Seven distinct areas of interest emerged from the five interviews: 1) ranking of importance of academic listening, speaking, reading, and writing skills; 2) challenges that ESOL students face in the classroom; 3) strategies to help ESOL students in academic listening; 4) strategies to help ESOL students in academic speaking; 5) strategies to help ESOL students in academic reading; 6) strategies to help ESOL students in academic writing; and 7) strategies to assist ESOL students in overcoming challenges in academic English skills. This paper focuses on the implementation of coping strategies for K-12 ESOL students in academic English skills, as perceived by their classroom teachers. Cette étude enquête sur les perceptions de cinq enseignants nord-américains de classes préscolaires à la 12e, des défis de leurs élèves ESOL face aux compétences en Anglais académique et des stratégies pouvant améliorer les compétences en Anglais académique de ces élèves ESOL. Sept domaines d’intérêt distincts ont émergés de ces cinq entretiens:1) degré d’importance académique des compétences en écoute, parler, lecture et écriture; 2) défis auxquels font face les élèves ESOL dans leurs salles de classe; 3) stratégies visant à aider les élèves ESOL avec leur écoute académique; 4) stratégies visant à aider les élèves ESOL avec leur parler académique; 5) stratégies visant à aider les élèves ESOL avec leur lecture académique; 6) stratégies visant à aider les élèves ESOL avec leur écriture académique; et 7) stratégies visant à assister les élèves ESOL à surmonter les défis liés aux compétences en Anglais académique. Cet article porte l’accent sur l’implémentation de stratégies d’adaptation pour les élèves de la maternelle à la 12e concernant les compétences en Anglais académique, telle que perçue par leurs enseignants.

scholarly journals The Circumstantial Relational Process Clauses in Scientific Texts in the Framework of SFL

2018 ◽  
Vol 4 (1) ◽  
pp. 67-81
Author(s):  
Mulyati Khorina
Keyword(s):  
Key Words ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Systemic Functional Linguistics ◽  
Function Structure ◽  
Scientific Texts ◽  
Functional Linguistics ◽  
Relational Processes ◽  
Relational Process

This paper will present the results of the study of circumstantial relational process clauses in scientific texts, especially in mechanical engineering ones.  This study is aimed to identify the relational process occurring in Circumstantial relational process clauses and analyze the lexical verbs realizing the relational processes. To conduct the study, three mechanical engineering textbooks used as references by Mechanical Engineering Students of Politeknik Negeri Bandung (Polban) were used as the source for collecting the data. The method used in this study was qualitative one and Systemic Functional Linguistics (SFL) framework was applied to analyze the data. The results showed attributive relational process occur more frequently than identifying one. The attributive relational process was realized by various lexical verbs. The account of this will be presented in the rest of the his paper. Key words: Systemic Functional Linguistics (SFL), circumstantial clauses, function, structure, identifying process, attributive process

scholarly journals Integrating academic reading and writing skills development with core content in science and engineering

2012 ◽  
Author(s):  
Kathryn Amos ◽  
Ursula McGowan
Keyword(s):  
Academic Writing ◽  
Engineering Students ◽  
Academic Literacy ◽  
Writing Skills ◽  
Integrated Approach ◽  
Skills Development ◽  
Reading And Writing ◽  
Course Content ◽  
Academic Reading ◽  
Content Development

This paper presents the application of genre pedagogy as an approach to teaching academic reading and writing skills development to a class of undergraduate engineering students. This approach was designed so that it may be applied by core subject teachers in courses with students who typically do not engage well with these aspects of their studies. Our focus was specifically on the ‘bigger picture’ of writing skills development by encouraging students to learn how to analyse for themselves a particular genre from their own discipline, and how to use this knowledge to develop an appropriately academic style in writing their own essay.Our approach involved combining the expertise of subject teacher and linguist in running four workshops in class time during the first half of a semesterised course. These workshops had associated homework tasks, designed incrementally to contribute to students’ understanding and application of the skills they need for academic writing. These were followed by the submission of a written report on the topics covered during the first six weeks of the semester, and was of direct relevance to their degree major. Assessment criteria focused on both technical content and academic literacy. With this integrated approach to literacy and content development it was intended to engage traditionally resistant students with the development of their academic language skills, and also to model a possible approach for the engagement of STEM academics in fostering this academic literacy development. Student participants in this programme agreed that this strategy improved both their writing skills and their understanding of course content.

Maın condıtıons and stages of development of oral speech ın chıldren wıth hearıng dısorders

2020 ◽  
Vol 56 (07) ◽  
pp. 81-84
Author(s):  
Turan Albenda Shahvaladli Gadimova ◽  
Keyword(s):  
Visual Perception ◽  
Key Words ◽  
Hearing Impairment ◽  
Writing Skills ◽  
Read Aloud ◽  
Deaf Children ◽  
Hearing Disorders ◽  
Reading And Writing ◽  
Oral Speech ◽  
Speech Training

In children with hearing impairment, the pronunciation aspect of speech is highly dependent on the degree of hearing impairment. For deaf children, visual perception of words is the first step in learning a language. The study of oral speech is very much based on visual perception, the motor components of speech. In speech training with deaf children, students should be able to consistently pronounce sounds, read aloud, write, and observe. Children should acquire knowledge of grammar by improving their reading and writing skills and clear pronunciation. These are some of the most important conditions for the development of their speech. Key words: Oral speech, pronunciation, grammar, visual perception, mental development

THE ROLE OF LITERACY METHODS IN MASTERING OF WRITTEN LANGUAGE BY STUDENTS WITH DEVELOPMENTAL DYSLEXIA

2019 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Tsvetanka Tsenova
Keyword(s):  
Experimental Work ◽  
Developmental Dyslexia ◽  
Reading Skills ◽  
Writing Skills ◽  
Written Language ◽  
Reading And Writing ◽  
Empirical Verification ◽  
Literacy Methods ◽  
The Relationship

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.

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