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Graduate students’ genre knowledge and perceived disciplinary practices: Creating a research space across disciplines

Maria Kuteeva ; Raffaella Negretti (Institutionen för tillämpad informationsteknologi, Avdelningen för fackspråk och kommunikation (Chalmers) ; Extern)
English for specific purposes (0889-4906). Vol. 41 (2016), p. 36-49.
[Artikel, refereegranskad vetenskaplig]

Disciplinary differences in academic writing have been addressed in applied linguistics from multiple perspectives. This article focuses on the rhetorical strategies used by multilingual graduate students from the sciences, the social sciences, and the humanities to create a research space in academic introductions. Adopting an in-depth qualitative approach, we draw on three data sources: graduate learners’ analyses of model texts, their reflections on their own writing strategies, and a textual analysis of their introductions, to better understand how genre knowledge is connected to perceived disciplinary practices. Our findings indicate that the students’ formal and rhetorical knowledge of genre is linked to their perception of knowledge-making practices in their respective disciplines. We discuss pedagogical implications for EAP professionals working with students from different disciplines in multilingual contexts.

Nyckelord: genre knowledge, disciplinary discourse, knowledge-making practices, multilingual graduate students, academic introductions

The article received the Horowitz prize for the best article in the ESP Journal in 2015

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Denna post skapades 2016-08-05. Senast ändrad 2016-08-05.
CPL Pubid: 239865


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