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dc.contributor.authorQuerol-Julián, Mercedes
dc.contributor.authorFortanet-Gómez, Inmaculada
dc.date2019
dc.date.accessioned2020-04-14T06:34:51Z
dc.date.available2020-04-14T06:34:51Z
dc.identifier.issn1989-6131
dc.identifier.urihttps://reunir.unir.net/handle/123456789/9953
dc.description.abstractThe last teaching-learning stage in the education system is the doctoral programmes, which turn graduate students into researchers. This evolution involves writing a dissertation, but also being able to discuss research. However, training on spoken genres has not received much attention, and the interest has been mainly on monologic prepared speeches. This paper focuses on a genre of interactive speech, the discussion session (DS) that follows the paper presentation, which is particularly challenging for novice researchers. We present a learner-led pedagogy for the teaching-learning of this genre that fosters thinking-based learning and multimodal awareness. It was implemented in a course of academic discourse for doctoral students in order to prove its effectiveness. We propose a process of active and collaborative deconstruction and construction of DSs to identify verbal and non-verbal resources and their interpersonal functions, so that novel researchers reflect on and integrate them in their repertoire.es_ES
dc.language.isoenges_ES
dc.publisherInternational Journal of English Studieses_ES
dc.relation.ispartofseries;vol. 19, nº 2
dc.relation.urihttps://revistas.um.es/ijes/article/view/348911es_ES
dc.rightsopenAccesses_ES
dc.subjectnovice researcherses_ES
dc.subjectdiscussion sessionses_ES
dc.subjectgenre-based pedagogyes_ES
dc.subjectcollaborative learninges_ES
dc.subjectcritical thinkinges_ES
dc.subjectmultimodal awarenesses_ES
dc.subjectEmerginges_ES
dc.subjectScopuses_ES
dc.titleCollaborative teaching and learning of interactive multimodal spoken academic genres for doctoral studentses_ES
dc.typeArticulo Revista Indexadaes_ES
reunir.tag~ARIes_ES
dc.identifier.doihttps://doi.org/10.6018/ijes.348911


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