A Didactic Intervention On Written Discourse And Rhetorical Patterns

Esteban Juan Bautista Zárate  Mejía; Michel Jesús  Páez Ruenes; Antonio Mario  Servín Medina; Rafael  Sánchez García

doi:10.55227/ijhess.v4i2.1113

Authors

Esteban Juan Bautista Zárate Mejía Universidad Veracruzana
Michel Jesús Páez Ruenes Universidad Veracruzana [https://ror.org/03efxn362]
Antonio Mario Servín Medina Universidad Veracruzana [https://ror.org/03efxn362]
Rafael Sánchez García Universidad Veracruzana [https://ror.org/03efxn362]

DOI:

https://doi.org/10.55227/ijhess.v4i2.1113

Keywords:

critical thinking skills, discourse analysis, discourse patterns, lesson plan, reading skill

Abstract

Reading comprehension skills in EFL is vital for university students. Particularly, being aware of the writer’s intention by means of discourse patters allows students to interact with the written text. Therefore, this research paper examines the implementation of a Discourse Analysis perspective in an Intermediate general EFL lesson aimed to enhance both critical thinking and reading skills by identifying the use of language patterns in written texts. 20 students form an Upper-Intermediate English course that studies a BA in English at a public University situated in the center of the state of Veracruz Mexico were the participants. Qualitative classroom research approach was chosen to implement a didactic intervention aimed at enhancing students communicative and reflective skills on the impact that social media has had on their lives. Results revealed that students were able to identify the meaning, and the relationship discourse markers establish between the written ideas and the meaning the writer wants to transmit. Particularly, students were able to reflect on the implications of social media use on communication, information access, marketing, and self-perception of its users. The didactic implications of the lesson focused on discourse patterns use indicate that such teaching perspective can significantly improve students’ critical thinking and communicative abilities. Therefore, it can be considered this lesson as an innovative proposal for enhancing the development of communicative skills in EFL students.

Author Biographies

Esteban Juan Bautista Zárate Mejía, Universidad Veracruzana

PhD. in Education by Xalapa University, M.A. in TEFL, B.A. in English Language by Veracruzana University. Professor researcher at Veracruzana University. Speaker at national and international research forums. Author of book chapters, books and articles based on his research interests: inclusive education, curriculum design, educative programs evaluation, and translation studies.

Michel Jesús Páez Ruenes , Universidad Veracruzana [https://ror.org/03efxn362]

Michel is currently a student of a master’s degree in teaching English as a foreign language at Universidad Veracruzana in Mexico. He did a bachelor’s degree in TEFL at Universidad de Artemisa in Cuba. In his three years of experience, he has worked in private language schools and public universities.

Antonio Mario Servín Medina, Universidad Veracruzana [https://ror.org/03efxn362]

Antonio Mario Servín Medina is a teacher with twenty years of expertise in English Language Teaching. He has been working for private and public institutions as the National Autonomous University of Mexico. He holds a bachelor’s degree and a Specialization in TEFL. He’s currently studying a Master’s degree in TEFL at Universidad Veracruzana.

Rafael Sánchez García , Universidad Veracruzana [https://ror.org/03efxn362]

Rafael holds a BA in English Language and is currently pursuing an MA in English Language Teaching. With six years of enriching teaching experience in junior high and high school, Rafael has developed a profound understanding of the educational landscape and the subtleties of English language teaching.

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