Restructuring FASP Narratives: What Students Can Do
In a teaching/learning approach, this article discusses how interdiscursivity in FASP works provides opportunities for ESP and EGP language learners to evolve from receivers and processors of content elaborated by others to producers of their own new contents. Examples of tasks and projects complete...
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| Publicado no: | URI:https://journals.openedition.org/ilcea, |
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| Autor principal: | |
| Formato: | Article ou chapitre numérique |
| Idioma: | Anglais |
| Publicado em: |
ILCEA
2018
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| Acesso em linha: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Resumo: | In a teaching/learning approach, this article discusses how interdiscursivity in FASP works provides opportunities for ESP and EGP language learners to evolve from receivers and processors of content elaborated by others to producers of their own new contents. Examples of tasks and projects completed by a wide range of language learners illustrate how restructuring FASP narratives can be based on tried and tested language teaching and learning practices or models. After discussion, we conclude that while it is undeniable that FASP, in addition to developing language competence, offers interesting sources for fostering media literacy as well as generic awareness, competence, and creativity, tracing and documenting the strategies/techniques developed by students in their reconstruction of FASP narratives remains a challenge for researchers and practitioners. |
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