Analysis of ma students’ writing in English language teaching: a systemic functional linguistic approach

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dc.audiencegeneralPublices_MX
dc.contributor.authorAriza Pinzón, Vicky
dc.creatorAriza Pinzón, Vicky; 0000-0003-4544-4708
dc.date.accessioned2023-03-24T16:42:49Z
dc.date.available2023-03-24T16:42:49Z
dc.date.issued2021-01-05
dc.description.abstract"This study explores the ways in which master thesis writers position their research in the field of English language teaching in a context where academic literacies are still a developing field. From a social semiotic perspective, this paper aims to identify the resources writers use to represent their object of study and provide a context and justification for research. The analysis focuses on the ideational and textual metafunctions to account for patterns of meanings in seven introductory chapters of master theses in English teacher education. The results reveal a set of interconnected genres—descriptions of the object of study, definitions, and personal exemplum—that build a shared experience with the reader as well as the persuasive purpose of the text".es_MX
dc.identifierhttps://doi.org/10.15446/profile.v23n1.82598
dc.identifier.urihttps://hdl.handle.net/20.500.12371/17973
dc.language.isoenges_MX
dc.rights.accesopenAccesses_MX
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0es_MX
dc.subject.otherEscritos académicoses_MX
dc.subject.otherGéneroes_MX
dc.subject.otherInvestigación--Metodologíaes_MX
dc.subject.otherLingüística funcional sistémicaes_MX
dc.subject.otherTesis y disertaciones académicases_MX
dc.titleAnalysis of ma students’ writing in English language teaching: a systemic functional linguistic approaches_MX
dc.typeArtículoes_MX
dc.type.conacytarticlees_MX
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