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- Author: Wei Wang
- Publisher: Peter Lang GmbH, Internationaler Verlag der Wissenschaften
- ISBN-10: 3034332971
- ISBN-13: 9783034332972
- Format: 15.2 x 22.6 x 2 cm, kieti viršeliai
- Language: English
- SAVE -10% with code: EXTRA
Researching Learning and Learners in Genre-Based Academic Writing Instruction (e-book) (used book) | bookbook.eu
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Description
This book contributes insights into second language (L2) students' learning of academic genres in English for academic purposes (EAP) writing classes by its focus on the current EAP practice in the context of higher education of China. It presents knowledge construction of genre learning research in L2 writing and English for specific purposes (ESP) genre studies, and reports an in-depth qualitative inquiry into three issues of instruction-based genre learning in an academic writing class: students' learning process of an academic genre in the community of an EAP writing class, students' individual factors in the learning process, and genre knowledge development through engagement in genre-focused writing instruction. The book has theoretical implications for learning English for academic purposes as well as for learning English as a foreign language in general. It also has pedagogical implications for genre teaching in EAP at Chinese universities and similar educational contexts.
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- Author: Wei Wang
- Publisher: Peter Lang GmbH, Internationaler Verlag der Wissenschaften
- ISBN-10: 3034332971
- ISBN-13: 9783034332972
- Format: 15.2 x 22.6 x 2 cm, kieti viršeliai
- Language: English English
This book contributes insights into second language (L2) students' learning of academic genres in English for academic purposes (EAP) writing classes by its focus on the current EAP practice in the context of higher education of China. It presents knowledge construction of genre learning research in L2 writing and English for specific purposes (ESP) genre studies, and reports an in-depth qualitative inquiry into three issues of instruction-based genre learning in an academic writing class: students' learning process of an academic genre in the community of an EAP writing class, students' individual factors in the learning process, and genre knowledge development through engagement in genre-focused writing instruction. The book has theoretical implications for learning English for academic purposes as well as for learning English as a foreign language in general. It also has pedagogical implications for genre teaching in EAP at Chinese universities and similar educational contexts.
Reviews