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Abstract: The last two decades have witnessed trends in literacy studies that have reexamined the role of genre-analysis in first language (L1) writing classrooms (Chapman, 1999; Clark, 1999; Freedman & Medway, 1994; Russell, Lea, Parker, Street, & Donahue, 2009; Swales, 1990). In particular, these studies consider the role of a new rhetoric interpretation of genre within an L1 context. The New Rhetoric School (also referred to as rhetorical genre studies), heavily influenced by Bakhtin, interprets genre as mutable, or "flexible, plastic, and free" (Bakhtin, 1986, p. 79). Within this school, genre is examined as a social practice, a focus that has since aided in shaping second language (L2) genre-based writing pedagogy. As ... Read More Keywords: English language; Academic writing; English teachers; English literature; Teachers, Foreign PubDate: 2020-02-12T00:00:00-05:00
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Abstract: In many parts of the world, pre-service English as a second language (ESL) or foreign language (EFL) teacher education programs include a short-term study abroad (SA) component (e.g., Barkhuizen & Feryok, 2006; Benson et al., 2013; Trent, 2014). Language educators often assume that pre-service teachers will significantly benefit from these SA programs with regard to their second language (L2) proficiency, intercultural competence, and L2 teaching capability. However, SA researchers (e.g., Barkhuizen & Feryok, 2006, Benson et al., 2012, 2013; Jackson, 2008, 2010; Trent, 2014) have discovered that L2 and culture learning in SA contexts is complex. Both contextual and individual elements contribute to the variability ... Read More Keywords: English language; Academic writing; English teachers; English literature; Teachers, Foreign PubDate: 2020-02-12T00:00:00-05:00
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Abstract: Common in academic genre, source use has become an essential writing task for graduate students, and a common writing skill for undergraduate foreign language departments to train their learners in several ESL (e.g., Wette, 2010; Zhang, 2013) or EFL contexts (e.g., Chen & Su, 2012; Hu & Lei, 2012; McDonough, Crawford, & Vleeschauwer, 2014; Yeh & Liou, 2000). Most of the previous studies have provided information on ESL faculty's and the students' perceptions as well as textual patterns of imperfect student writing and misappropriation of sources, or triangulation of the two perspectives (Pennington, 2010; Polio & Shi, 2012; Shaw & Pecorari, 2013). Yet, the EFL student population has been under-represented in this ... Read More Keywords: English language; Academic writing; English teachers; English literature; Teachers, Foreign PubDate: 2020-02-12T00:00:00-05:00
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Abstract: In the past two decades, a greater focus has been placed on research on Hong Kong English (HKE). While previous studies have examined the existence and features of HKE (e.g., Bolton & Kwok, 1990; Evans, 2000; Hung, 2000; Luke & Richard, 1982; Setter et al., 2010), in recent years, scholars have expanded the scope of research of HKE to applied studies, one of which is research on language attitudes (e.g., Hansen Edwards, 2015, 2016a, 2017; Lai, 2005, 2009; Zhang, 2014). These studies have focused on language users' attitudes since the attitudes towards a language may alter the users' preference in using the language. In Hong Kong, attitudes towards English among university students were surveyed from the early ... Read More Keywords: English language; Academic writing; English teachers; English literature; Teachers, Foreign PubDate: 2020-02-12T00:00:00-05:00
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Abstract: Narrative research has been widely used in fields of social sciences such as psychology, sociology, and education. Narrative inquiry is "an established umbrella term for research involving stories" (Barkhuizen et al., 2014, p. 3). Narrative research in the field of language teaching and learning, albeit comparatively recent, has been burgeoning since the 1980s (e.g., Curtis & Romney, 2006; Nunan & Choi, 2010). This growing body of narrative research necessitates a comprehensive understanding of what narratives entail, how to conduct narrative studies, and how to apply findings in narrative studies to practice. The book Narrative Inquiry in Language Teaching and Learning Research fulfills these purposes. It offers ... Read More Keywords: English language; Academic writing; English teachers; English literature; Teachers, Foreign PubDate: 2020-02-12T00:00:00-05:00
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Abstract: Teacher identity, an analytic tool to understanding teachers' development (Beauchamp & Thomas, 2009) and a key to improving and sustaining teaching quality (Day et al., 2006), has become a popular topic in the academia over the past two decades. The volume Advances and Current Trends in Language Teacher Identity Research, edited by Yin Ling Cheung, Selim Ben Said and Kwanghyun Park, is an excellent addition to the body of research which focuses on language teacher identity (LTI). This remarkable collection enables a fuller understanding of "what it means to be language teachers in the twenty-first century and how teachers' construction of their 'selves' is situated within the social, cultural and political contexts ... Read More Keywords: English language; Academic writing; English teachers; English literature; Teachers, Foreign PubDate: 2020-02-12T00:00:00-05:00
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