Interacción de los géneros académicos Ruso e Inglés en el Aprendizaje Integrado Contenido-Lengua de los programas de doctorado de Sociología de la Administración: una brecha en el proceso de implementación
Resumen
El documento examina algunos límites de la introducción del Aprendizaje Integrado de Contenido y Lengua basado en el Enfoque Sistémico Funcional Lingüístico en los programas de doctorado sociológicos no occidentales. El autor se centra específicamente en los marcadores pragmáticos como herramientas para la estructuración del discurso escrito de la ciencia con el uso de este enfoque para identificar las diferencias entre los géneros académicos del Ruso y del Inglés. Se recogieron datos de tesis doctorales en Ruso e Inglés desde en el campo de la Sociología de la Administración y se muestra que el número promedio de marcadores pragmáticos es en 1000 palabras-3.81 en tesis doctorales escritas en Ruso y de 2,27 en tesis doctorales escritas en Inglés. El autor sugiere que estas variaciones están asociadas con la estructura y los objetivos de un artículo científico. Géneros académicos del Inglés son más empíricos, mientras que los del Ruso se centran en el desarrollo de la teoría.Citas
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