Learner corpus research : an exploratory study on book reviews written by university students /
Writing has been described as “the single most important skill necessary for academic success” (Nesi & Gardner, 2012, p. 3). As a central topic in Applied Linguistics and English Language Teaching, writing is an area of lively intellectual research and debate. Its complex and multifaceted nature...
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| Formato: | Tesis Libro electrónico |
| Lenguaje: | Inglés |
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| Acceso en línea: | https://repo.unlpam.edu.ar/handle/unlpam/9559 |
| Aporte de: | Registro referencial: Solicitar el recurso aquí |
| Sumario: | Writing has been described as “the single most important skill necessary for academic success” (Nesi & Gardner, 2012, p. 3). As a central topic in Applied Linguistics and English Language Teaching, writing is an area of lively intellectual research and debate. Its complex and multifaceted nature constantly challenges adequate descriptions and explanations, and a constant debate is promoted to help clarify both “how writing works and how it should best be taught” (Hyland, 2015, p. 12). In this context, English plays an important role worldwide and, since higher education is one of the areas in which the use of English is expanding, the development of the area known as English for Academic Purposes (EAP) has become a global enterprise (Hyland, 2014). EAP can be defined as a branch of Applied Linguistics consisting of a significant body of research into “effective teaching and assessment, descriptions of the linguistic and discoursal structures of academic texts, and analysis of the textual practices of academics” (Hyland & Shaw, 2016, p. 34). EAP aims at revealing some of the constraints of academic contexts on language use and developing ways for learners to gain control over them. These learners must, in some way, gain fluency in the conventions of academic discourse to understand their disciplines and to successfully navigate their learning and their careers (Hyland & Shaw, 2016). As EAP has risen its status in the field of language studies, a plethora of studies conducted on various types of academic genres have been developed, moving from a focus on lexico-grammatical features to rhetorical moves and rhetorical context. The term ‘genre’ first came into the field of second-language (L2) writing and, in turn, the field of EAP in the 1980s, with the research of Swales (1981), Dudley-Evans (1989), and Johns (1986), among others, who started arguing for the value of genre in the teaching of L2 academic writing (See Paltridge, 2014, for a thorough review of the first studies on genre and L2 academic writing). (texto extraído de la "Introducción" a modo de resumen). |
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| Notas: | Disponible a texto completo en Repositorio Digital de Acceso Abierto UNLPam. |
| Descripción Física: | 1 recurso en línea (74 páginas) : |