Journal ArticleDOI
8. trends in teaching english for specific purposes
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TLDR
This review of trends in the teaching of English for specific purposes (ESP) presents recent developments in ESP praxis from three different but not mutually exclusive points of reference: the sociodiscoursal, sociocultural, and sociopolitical.Abstract:
This review of trends in the teaching of English for specific purposes (ESP) presents recent developments in ESP praxis from three different but not mutually exclusive points of reference: the sociodiscoursal, sociocultural, and sociopolitical. In addition to a selection of exemplar practices, theoretical analogues are considered for each of these three socially oriented perspectives on ESP. For the sociodiscoursal approach to ESP, genre theory and genre-informed pedagogy are highlighted; for the sociocultural, theories of situated learning and their practical corollaries are focused on; for the sociopolitical, theories and applications of critical pedagogy are emphasized. Possible research directions for all three social turns of ESP are also suggested.read more
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Journal ArticleDOI
Disciplinary Discourses: Social Interactions in Academic Writing
TL;DR: When you read more every page of this disciplinary discourses social interactions in academic writing, what you will obtain is something great.
Book
English for Specific Purposes
TL;DR: A concise and factual abstract is required (of between 100-200 words) to state briefly the purpose of the research, the principal results and major conclusions.
Journal ArticleDOI
English for Specific Purposes: Teaching to Perceived Needs and Imagined Futures in Worlds of Work, Study, and Everyday Life
TL;DR: The authors surveyed the current state of English for specific purposes (ESP) by surveying ongoing debates on key topics: needs assessment and its goals, specificity in instructional methods, and the role of subject knowledge in instructor expertise.
Journal ArticleDOI
A corpus-based EAP course for NNS doctoral students: Moving from available specialized corpora to self-compiled corpora
David Y. W. Lee,John M. Swales +1 more
TL;DR: The authors presented a course in corpus-informed EAP for doctoral students, where participants were given access to specialized corpora of academic writing and speaking, instructed in the tools of the trade (web- and PC-based concordancers) and gradually inducted into the skills needed to best exploit the data and the tools for directed learning as well as self-learning.
Journal ArticleDOI
Genre-based tasks in foreign language writing: Developing writers’ genre awareness, linguistic knowledge, and writing competence
TL;DR: The study discusses that a combination of genre and task can create a crucial pedagogical link between socially situated writing performance and choices of language use, which is expected to serve as a springboard to create interfaces between writing and language development in FL contexts.
References
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Book
Situated Learning: Legitimate Peripheral Participation
Jeanne Lave,Etienne Wenger +1 more
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
Book ChapterDOI
Critical Discourse Analysis
TL;DR: In this article, a four-volume set brings together seminal articles on the subject from varied sources, creating an invaluable roadmap for scholars seeking to consolidate their knowledge of CDA, and of its continued development.
Book
Genre Analysis: English in Academic and Research Settings
TL;DR: The authors provides a survey of approaches to various genres of language, and considers these in relation to communication and task-based language learning, as well as examples of different genres and how they can be made accessible through genre analysis.
Journal ArticleDOI
Genre as social action
TL;DR: In this paper, a conception of genre based on conventionalized social motives which are found in recurrent situation-types is proposed, and the thesis is that genre must be conceived in terms of rhetorical action rather than substance or form.