Textual genres written by university students have become the focus of attention due to their importance within disciplinary learning (Parodi 2010). This paper has been developed in the field of study called student genres (Navarro 2018) and it uses the analysis of situated genre (Swales 2018, Pérez-Llantada 2015) as its methodological platform. This study has two main objectives: a) to create a map of student genres from a learner corpus of the engineering field and b) to propose a didactic model for teaching academic and professional Spanish language using this map. Hence, linguistic research and description are linked to students‟ pedagogical needs (Breeze and Sancho Guinda 2017ab) and take into account the actual practice in the communities as well as the writers in these disciplines (Curry and Hanauer 2014). Finally, implications for configuring specific didactics in LSP are discussed.
Bibliographical noteFunding Information:
innovation projects. Fondecyt grant number 1170133
I would like to thank the three departments of Computer Science Civil Engineering that participated in this research: Escuela de Ingenier?a Inform?tica (PUCV), Departamento de Ingenier?a Inform?tica (USM) y Departamento de Ciencias de la Computaci?n (UCHILE). Also, the projects of consorcios Ingenier?a y Ciencias para el 2030 (CORFO): DOC-INNOVA-Proyecto 14ENI2-26905 (Pontificia Universidad Cat?lica de Valpara?so, Chile) y Proyecto 14 INNOVA 14ENI2-26863 (Universidad de Chile, Chile). Special thanks to the English Language Consultants Rosa Catal?n and Jorge Carroza.
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- Academic and professional Spanish language
- Analysis of situated genre
- Discourse genres
- Genre maps
- Genre pedagogy
- Writing in STEM