Browsing by Autor "Ricardo Nausa"

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    Modality and Code Glosses to Transition from Academic Written to Oral Discourses
    (Universidad de Antioquia, 2019) Ricardo Nausa
    This article presents the results of a pilot study carried out in an English for Academic Purposes (EAP) class for PhD programs at a private university in Bogotá. The study sought to identify the mechanisms to change the content of academic essays to present them in oral presentations (OPs) to a multidisciplinary audience, and how such mechanisms mark differences of performance in the OPs. To identify the mechanisms of transition from written to oral mode, a discourse analysis comparison of eight parallel pairs of texts was performed. Changes to the expression of modality and the inclusion of code glosses were the mechanisms used to make the transition. These mechanisms helped students express contents in engaging and easy-to-process ways. The analysis of mechanisms includes the linguistic resources to modify sentences, their pragmatic appropriateness, and their grammatical correctness. This paper ends outlining some implications and limitations, and perspectives for future research.
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    Shaping the esp curriculum of an english for PhD students program: a colombian case study of questionnaire research
    (District University of Bogotá, 2012) Gerriet Janssen; Ricardo Nausa; Carlos Rico
    This report presents the findings from an EAP curriculum development project directed towards PhD students at Colombian university.An analysis of this stakeholder group’s learning needs was conducted through questionnaire research, focusing on (a) describing students’situated contexts and interests and (b) obtaining data contributing towards future program development. Measures of central tendency,dispersion, and internal consistency for each section of the questionnaire are reported. Key results include these students’ strong interest inEAP programming, their language needs and experience regarding their intellectual production, and their perceived importance of differentlanguage sub-skills in both the local and international contexts. The results highlight the importance of continued evaluation cycles and theimportant role EAP coursework has for PhD students today.