000086182 001__ 86182
000086182 005__ 20200331115959.0
000086182 0247_ $$2doi$$a10.29007/dn58
000086182 0248_ $$2sideral$$a113418
000086182 037__ $$aART-2018-113418
000086182 041__ $$aeng
000086182 100__ $$0(orcid)0000-0002-5304-1290$$aGuillén Galve, Ignacio$$uUniversidad de Zaragoza
000086182 245__ $$aNeeds analysis and competence profiling through ethnographic methods: the case of the Academic English course at the Graduate School of a Spanish university
000086182 260__ $$c2018
000086182 5060_ $$aAccess copy available to the general public$$fUnrestricted
000086182 5203_ $$aThis paper reports findings from a micro-ethnographic study of the academic literacy practices of the doctoral students that participate in the course in Academic English (AE) taught at the Graduate School of the University of Zaragoza (UZ), Spain. So far there is no evidence regarding the degree of competence in spoken and written communication in academic English to be expected from the students that enroll in the course. Accordingly, the UZ has funded a Teaching Innovation Project (TIP) with the aim of developing ethnographic study protocols capable of providing empirical data on competence profiles, and analysing the learning needs of a specific type of EFL adult learner. The aim of this paper is, therefore, to report on those results that can help to improve the AE course by planning it more efficiently on the basis of a needs analysis that takes disciplinary factors, among others, into account. Reading specialized bibliography, writing a dissertation, giving an oral presentation... all seem to constitute manifestations of, or generic competences for, Academic English in tertiary education, but the acquisition of those competences in an EFL environment may become a challenge for the young researcher attending the AE course. Nowadays, effective teaching in that context requires going beyond mere experience and gathering empirical, ethnographic information suitable for competence profiling (see e.g. Bocanegra-Valle, 2016). Consequently, our study draws on relevant ethnographic techniques in the field of EAP (see e.g. Dressen-Hamouda, 2012), the paper thus beginning by reporting on the results of the analysis of the answers to a structured questionnaire administered to students as the starting point for small-scale semi- structured interviews. Our ultimate aim is the examination of the acquisition and learning of second-language academic literacy practices in line with e.g. 'New Literacies' studies such as Seloni (2012).
000086182 536__ $$9info:eu-repo/grantAgreement/ES/MINECO/FFI2015-68638-R
000086182 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000086182 655_4 $$ainfo:eu-repo/semantics/conferenceObject$$vinfo:eu-repo/semantics/publishedVersion
000086182 7102_ $$13004$$2345$$aUniversidad de Zaragoza$$bDpto. Filolog.Inglesa y Alema.$$cÁrea Filología Inglesa
000086182 773__ $$g3 (2018), 110-116$$tEPiC series in language and linguistics$$x2398-5283
000086182 8564_ $$s215372$$uhttps://zaguan.unizar.es/record/86182/files/texto_completo.pdf$$yVersión publicada
000086182 8564_ $$s76552$$uhttps://zaguan.unizar.es/record/86182/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000086182 909CO $$ooai:zaguan.unizar.es:86182$$particulos$$pdriver
000086182 951__ $$a2020-03-31-10:30:05
000086182 980__ $$aARTICLE