Abstracts - Faculdade de Letras da Universidade de Lisboa

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ZOHRE SEIFOORI, ISLAMIC AZAD UNIVERSITY-TABRIZ BRANCHAFSANEH SHOKRI, ISLAMIC AZAD UNIVERSITY-TABRIZ BRANCHTHE EFFECT OF FORMAL INSTRUCTION OF CONJUNCTIONS AND LEXICAL TIES ONTHE COHESION OF IRANIAN EFL STUDENTS´ WRITTEN DISCOURSEThe most difficult aspect of learning English as a foreign language (EFL) is probablylearning to produce coherent, cohesive, and well-organized written discourse. Thedifficluty usually originates from an undeveloped skill in joining ideas and markingrelationship among them. The aim of the present study was to examin the impactof formal instructio of three types of conjunctions and three types of lexical ties onIranian EFL learners´ ability to produce cohesive written texts. The researchers useda quasi-experimental design with thirty English Translation sophomores who wererandomly assigned as experimental and control groups.The treatment was an eightsessioninstructional program focused on conjunctions and cohesive ties. Toestimatye the effectiveness of the program, the researchers submitted the datafrom the writing post-test to a two-way ANOVA. The results indicated a statisticallysignificant difference between the groups. The experimental group outperformedthe control group and produced more cohesive texts. the findings have practicalimplications for both language teachers and materials designers.PAPER SESSION 10D - ROOM 4 - FRIDAY, 28 JULYISFC38 Book of Abstracts Page 206 Lisbon, July 2011
ColloquiaCLAIRE ACEVEDO, INTERNATIONAL LITERACY CONSULTANT, UNITED KINGDOMAPPLICATIONS OF SYSTEMIC FUNCTIONAL LINGUISTICS IN EDUCATION CONTEXTSAROUND THE WORLD: SNAPSHOTS FROM ARGENTINA, AUSTRALIA, PORTUGALAND SWEDENThis is one of two colloquia on different applications of SFL in a variety of educationcontexts around the world. Together they give a broad picture of the many ways SFLand Genre pedagogy are currently being taken up in a range of education settingsbut are not designed to be sequential. Participants are encouraged to chooseaccording to areas of interest.This colloquium will showcase different aspects and innovations of genre-basedliteracy pedagogy in various educational contexts around the world. Genre-basedpedagogy is informed by SFL and genre and register theory (Martin & Rose 2008)and by research on language learning in the home (Halliday 1975, Painter 1986).Over three decades, a series of large-scale action research projects have produced apowerful set of strategies for explicitly teaching reading and writing, and expandingknowledge about language in education (Rose 2008).Alzira Tavares from Portugal will report on the use of a Genre framework foranalysis of the performance of Portuguese learners on reading items in theProgramme for International Student Assessment (PISA). She will explain how a gapwas identified between the Genres taught in school and the Genres and tasksrequired by PISA which may explain how Portuguese students appear to achievepoorly in this international comparison of literacy achievement.Estela Moyano from Argentina will describe the use of a reorganisation of theGenre teaching and learning cycle in her work in a teacher training project andexplain how it empowered students to construct discipline knowledge whiledeveloping as autonomous readers and writers in Spanish.Claire Acevedo, originally from Australia and now working in Europe, will outlinethe key features of Reading to Learn and explain how the teacher developmentprogram enables teachers to accelerate student literacy achievement usingexamples from successful projects in Australia and Sweden.Ann-Christin Lövstedt from Sweden will share her experience of leading teachers inStockholm to implement the Reading to Learn pedagogy to accelerate the literacydevelopment of second language learners. She will also share the results of a smallinnovative research pilot using Reading to Learn strategies with a group of MathsISFC38 Book of Abstracts Page 207 Lisbon, July 2011
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BOOK OF ABSTRACTSISFC38Negotiating
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WelcomeAs the convenor of the 38 th
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Congress VenueFACULDADE DE LETRAS D
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JAMES R. MARTIN, UNIVERSITY OF SYDN
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J. LACHLAN MACKENZIE, ILTEC-INSTITU
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ORLANDO VIAN JR., FEDERAL UNIVERSIT
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Paper PresentationsADEGBOYE ADEYANJ
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AIYOUB JODAIRI PINEH, THE UNIVERSIT
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http://www.grammatics.com/appraisal
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ALEXANNE DON, UNIVERSITY OF SYDNEY,
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ALICE CAFFAREL, THE UNIVERSITY OF S
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ANDREA NINI, ASTON UNIVERSITYSYSTEM
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ÂNGELA MARIA V. BOAS LEITE, UNIVER
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Lavid, Julia, Jorge Arus and Juan R
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ANNE MCCABE, SAINT LOUIS UNIVERSITY
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ANTÓNIO M. S. AVELAR, FACULDADE DE
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ARIANNA MAIORANI, LOUGHBOROUGH UNIV
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AURORA DONZELLI, SLCTOWARDS AN EMAN
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BEATRIZ QUIROZ, UNIVERSITY OF SYDNE
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BIRGIT HUEMER, UNIVERSITY OF VIENNA
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CECILIA COLOMBI, UNIVERSITY OF CALI
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CHANG CHENGUANG, SUN YAT-SEN UNIVER
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CONGJUN MU, SHANGHAI MARITIME UNIVE
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DAVID OLATUNDE FIKI-GEORGE, AHMADU
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DEREK IRWIN, UNIVERSITY OF NOTTINGH
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DÉSIRÉE MOTTA-ROTH, UNIVERSIDADE
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ESFL Conference & Workshop, Koper,
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DORIS LARUBA OBIEJE, AHMADU BELLO U
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DOROTHY ECONOMOU, UNIVERSITY OF SYD
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ELAINE ESPINDOLA, THE HONG KONG POL
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ELISSA ASP, SAINT MARY´S UNIVERSIT
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ELIZABETH WALKER, HK INSTITUTE OF E
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ESZTER SZENES, THE UNIVERSITY OF SY
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FAN DAI, SUN YAT-SEN UNIVERSITYTHE
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FEDERICO NAVARRO, UNIVERSIDAD DE BU
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FLORIAN HISS, UNIVERSITY OF TROMSØ
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FUJITA TORU, GRADUATE SCHOOL, DOSHI
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GERARD O'GRADY, CARDIFF UNIVERSITYP
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GERSINEY PABLO SANTOS, UNIVERSIDADE
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GORDON TUCKER, CARDIFF UNIVERSITY´
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GUO SONGDAN, THE HONG KONG POLYTECH
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HONG HUAQING, NATIONAL INST. OF EDU
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Machin, David (2007): Introduction
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IRENE PASCUAL, UNIVERSIDAD AUTÓNOM
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JACQUELINE FIUZA DA SILVA REGIS, UN
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JANE HELEN JOHNSON, UNIVERSITY OF B
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London: Continuum.Taverniers, M. (2
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JIM DONOHUE, OPEN UNIVERSITYTEXT AN
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JOANNE NEFF-VAN ARTSELAER, UNIVERSI
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JOÃO BOSCO FIGUEIREDO-GOMES, UNIVE
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JOSÉ MANUEL DURAN, UNIVERSIDAD DE
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KAREN MALAN, LONDON METROPOLITAN UN
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KEIZO NANRI, OITA UNIVERSITYQUARREL
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KHALID KHALAF ALKHALAF, INSTITUTE O
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LEILA BARBARA, PUCSP/CNPQ, BRAZILC
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LEN UNSWORTH, UNIVERSITY OF NEW ENG
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LEONARDO PEREIRA NUNES, FEDERAL UNI
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LIBO GUO, NANYANG TECHNOLOGICAL UNI
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LILI CAVALHEIRO, ULICES / FACULTY O
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LUÍSA ÁLVARES PEREIRA, UNIVERSIDA
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MAKOTO SASAKI, AICHI GAKUIN UNIVERS
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MARIA ANTÓNIA COUTINHO, CLUNL, UNI
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MARIA APARECIDA CALTABIANO SILVA, P
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MARIA GORETI MONTEIRO, INSTITUTO PO
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MARÍA MARTÍNEZ LIROLA, UNIVERSITY
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MARIA MEDIANEIRA DE SOUZA, UNIVERSI
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MÁRIO MARTINS, ILTEC, UNIVERSIDADE
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MARK SHIU KEE SHUM, FACULTY OF EDUC
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MARTIN KALTENBACHER, UNIVERSITY OF
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MASAMICHI WASHITAKE, AICHI GAKUIN U
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MELANI NEKIC, JUSTUS-LIEBIG UNIVERS
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and New York: Routledge.Kress, G.,
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MICHAEL O'TOOLE, MURDOCH UNIVERSITY
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MIZUSAWA YUMIKO, KANAGAWA UNIVERSIT
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MONIQUE FROBERT-ADAMO, UNIVERSITÉ
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NASRIN HADIDI TAMJID, ISLAMIC AZAD
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NATALIA IGNATIEVA, UNIVERSITY OF ME
Page 156 and 157: PALLAM LAKSHMI NARASA DASU, THE ENG
Page 158 and 159: PATRICIA PAUGH, UNIVERSITY OF MASSA
Page 160 and 161: PATRICK KIERNAN, MEIJI UNIVERSITY,
Page 162 and 163: capital city of China, besides econ
Page 164 and 165: QI-LONG CHENG, SHANGHAI UNIVERSITYF
Page 166 and 167: RICCARDO GIOMI, INSTITUTO DE LINGU
Page 168 and 169: ROBIN FAWCETT, CARDIFF UNIVERSITY,
Page 170 and 171: Reutledge.Kress, G. et al. (2001).
Page 172 and 173: SAEIDEH AHANGARI, ISLAMIC AZAD UNIV
Page 174 and 175: SALVIO MARTÍN MENÉNDEZ, UNIVERSID
Page 176 and 177: SILVIA PESSOA, CARNEGIE MELLON UNIV
Page 178 and 179: SOLANGE TERESINHA RICARDO DE CASTRO
Page 180 and 181: SONJA STARC, UNIVERSITY OF PRIMORSK
Page 182 and 183: STELLA NEUMANN, RWTH AACHEN UNIVERS
Page 184 and 185: London/New York: Longman. S. 232-27
Page 186 and 187: SUE SPINKS, MACQUARIE UNIVERSITY, A
Page 188 and 189: TAMMY SLATER, IOWA STATE UNIVERSITY
Page 190 and 191: TERESA CASTINEIRA, BENEMÉRITA UNIV
Page 192 and 193: TOM BARTLETT, CARDIFF UNIVERSITYAMJ
Page 194 and 195: VERALUCIA GUIMARÃES DE SOUZA, PPGL
Page 196 and 197: VIOLETA QUENTAL, PONTÍFICA UNIVERS
Page 198 and 199: VIVIANE DE MELO RESENDE, UNIVERSIDA
Page 200 and 201: Halliday, Michael Alexander Kirkwoo
Page 202 and 203: Context in Functional Linguistics.
Page 204 and 205: XINGHUA LIU, UNIVERSITY OF READINGA
Page 208 and 209: teachers to engage all students and
Page 210 and 211: learners. Research in Australia fou
Page 212 and 213: CRISTIANE FUZER, UNIVERSIDADE FEDER
Page 214 and 215: eality show.3. Sara Regina Scotta C
Page 216 and 217: Considering the above description,
Page 218 and 219: This paper aims at looking into the
Page 220 and 221: disseminate subject knowledge in bo
Page 222 and 223: HIRAM MAXIM, EMORY UNIVERSITYSTUDEN
Page 224 and 225: discourses in the discipline. The c
Page 226 and 227: Lanham, MD: Rowman & Littlefield.Ca
Page 228 and 229: Thompson (eds.) Evaluation in Text:
Page 230 and 231: sophisticated theory like SFG, and
Page 232 and 233: Martin, J. R., & Rose, D. (2005). D
Page 234 and 235: PAULINE JONES, UNIVERSITY OF WOLLON
Page 236 and 237: 3. Lorraine McDonald (Australian Ca
Page 238 and 239: TERESA OTEÍZA, PONTIFICIA UNIVERSI
Page 240 and 241: Sciences, one of the aspects focuse
Page 242 and 243: WorkshopsMONIQUE FROBERT-ADAMO, UNI
Page 244 and 245: PETER R. R. WHITE, UNIVERSITY OF NE
Page 246 and 247: mentioning previous studies on Them
Page 248 and 249: Fawcett, Robin. P., 2009. ‘Seven
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