Questões Militares Sobre inglês

       To share knowledge in the academic world, researchers might need to publish their research articles (RAs) in high-impact journals. And, to do that, they should improve their writing skills. Many investigations have analyzed the distribution of metadiscourse markers in RA, but no study has yet investigated the use of metadiscourse markers in RAs abstracts of applied linguistics. To bridge this gap, the present study has analyzed distribution of metadiscourse markers in 125 RA abstracts, which were extracted from five main journals. Findings show the high frequency of transitions and large use of hedges in the abstracts analyzed. Academic writing instruction is then claimed to be of utmost importance for novice authors taking graduate and post-graduate courses.

(Journal of Language and Linguistic Studies, 16(4), 2077-2096; 2020. Adaptado) 

      Um conceito essencial para o trabalho com gêneros de texto é o de capacidades de linguagem. A primeira delas é a de ação. A capacidade de ação trata das representações que o agente produtor do texto tem sobre o contexto em que o gênero será produzido.

       A segunda capacidade de linguagem envolvida na produção textual é a discursiva. Pode-se dizer que ela diz respeito aos tipos de discurso e aos tipos de sequências predominantes que um determinado gênero apresenta. A terceira capacidade é a linguístico-discursiva. É com ela que o aluno desenvolverá seu texto lançando uso correto das coesões nominais e verbais, da coerência ao longo da produção, da modalização do discurso e do paralelismo presente na sua construção.

        Most teachers recognise the need for the students’ awareness about the potential relevance and utility of the language and skills they are teaching. And researchers have confirmed the importance of this need.

        In ESP (English for specific purposes) materials, for example, it is relatively easy to convince the learners that the teaching points are relevant and useful by relating them to known learner interests and to ‘real-life’ tasks, which the learners need or might need to perform in the target language. In general English materials this is obviously more difficult; but it can be achieved by researching what the target learners are interested in and what they really want to learn the language for. An interesting example of such research was a questionnaire in Namibia which revealed that two of the most important reasons for secondary school students to wish to learn English were so they would be able to write love letters in English and so that they would be able to write letters of complaint for villagers to the village headman and from the village headman to local authorities.

        Perception of relevance and utility can also be achieved by relating teaching points to challenging classroom tasks and by presenting them in ways which could facilitate the achievement of the task outcomes desired by the learners. The ‘new’ learning points are not relevant and useful because they will help the learners to achieve longterm academic or career objectives, but because they could help the learners to achieve short-term task objectives now. Of course, this only works if the tasks are begun first and the teaching is then provided in response to discovered needs. This is much more difficult for the materials writer than the conventional approach of teaching a predetermined point first and then getting the learners to practise and then produce it.