By John Flowerdew
Academic Discourse offers a set of in particular commissioned articles at the subject matter of educational discourse. Divided into sections protecting the most methods, each one starts with a state-of-the-art assessment of the technique and keeps with exemplificatory empirical studies. style research, corpus linguistics, contrastive rhetoric and ethnography are comprehensively lined in the course of the research of assorted educational genres: examine articles, PhD those, textbooks, argumentative essays, and company cases. Academic Discourse brings jointly state-of-the paintings research and conception in one volume. It additionally positive aspects: - an advent which supplies a survey and motive for the fabric - implications for pedagogy on the finish of every bankruptcy- topical evaluate articles with instance experiences- a word list The breadth of severe writing, and from a large geographical unfold, makes Academic Discourse a clean and insightful addition to the sector of discourse research.
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Additional info for Academic Discourse
That we seem to understand the problem s facing second lan guage users of English in reading and listening hardly any better than we did 5 or 10 years ago? • Why haven’t we learned how to teach students to deconstruct a lecture in o rd er to reconstruct a m eaning of their own? • Why a re n ’t the materials getting better? • Has the developm ent of m aterials teaching text structure com prehension and text ‘attack’ skills helped? • Why h asn ’t anyone found the perfect m ethod, the perfect materials?
Research article abstracts are a genre th at did no t receive m uch attention until the 1990s (Swales, 1990; Bhatia, this volum e). However, since then a num ber o f studies have analysed the schematic structure or global organisation o f this genre as well as the linguistic features that characterise it. Several o f these studies have focused on abstracts from a particular discipline. For example, Salager-Meyer (1992) and Nwogu (1990) have studied abstracts from m edical science while Santos (1996) has studied abstracts from linguistics.
In spite o f certain overlapping features, they represent different realities in teaching and learning contexts and require very different reading and analytical strategies on the p art of learners, who wish to com e to term s with disciplinary knowledge. These genres also attract different tasks if they have to be treated authentically in academ ic contexts, even if one were to ignore subject-specific concerns. Disciplinary cultures thus differ on several o ther dimensions, such as typical patterns o f m em bership and initiation into disciplinary cultures, knowledge structures and norm s o f enquiry associated with different disciplines, in addi tion to expectations and standards of rhetorical intimacy and m odes of ex pression, the specialist lexis, and typical approaches to the teaching of different disciplines.