Journal ArticleDOI
Speech Genres and Other Late Essays
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This article is published in Modern Language Review.The article was published on 1988-07-01. It has received 1398 citations till now.read more
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Genre-Based Approach to the Analysis of Introductions in Doctoral Seminars of the Department of English, Unizik, Awka
TL;DR: In this paper, the authors analyse the staged cognitive organization of the selected samples in line with the requisite schematic or generic structure postulated in Bhatia (1993) and adopted by the University of Southern California (USC).
Journal Article
How to Implement an Interpretive Qualitative Study: Via Exploring Graduate Students' CMC Discourse Practice
TL;DR: In this paper, the authors provide a forum for discussing an interpretive qualitative approach to second language learning and teaching, focusing on investigating what are the rationales for doing qualitative research, what kinds of criteria qualitative research should meet, and how it may be implemented in a particular learning/teaching context.
References
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Expansive learning at work: Toward an activity theoretical reconceptualization.
TL;DR: In this paper, the authors examined the concept of expansive learning with the help of four questions: 1. Who are the subjects of learning, 2. Why do they learn, 3. What do they teach, and 4. How do they train?
Book
Discourse Analysis as Theory and Method
TL;DR: Discourse Analysis as Theory and Method as discussed by the authors is a systematic introduction to discourse analysis as a body of theories and methods for social research, which brings together three central approaches, Laclau and Mouffe's discourse theory, critical discourse analysis and discursive psychology, to establish a dialogue between different forms of discourse analysis often kept apart by disciplinary boundaries.
Journal ArticleDOI
Genre Repertoire: The Structuring of Communicative Practices in Organizations
Wanda J. Orlikowski,JoAnne Yates +1 more
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Computer-Mediated Collaborative Learning: Theory and Practice.
TL;DR: A conceptual framework for understanding the role of computer-mediated interaction based on a sociocultural analysis of the relationship among text, talk, and learning is introduced and current research is analyzed according to five features particular to online interaction.