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Teacher Knowledge as Context
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 42-45 (2015) (2015)
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Knowing Your Reader: Text-External Influences on Textual Features in Résumé Construction
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In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-30 (2015) (2015)
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On Language Teachers’ Classroom Practices: Bridging Conversation Analysis with Language Teacher Education Research
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 35-37 (2015) (2015)
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On Language Teachers’ Classroom Practices: Bridging Conversation Analysis with Language Teacher Education Research
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In: Studies in Applied Linguistics & TESOL, Vol 12, Iss 1 (2012) (2012)
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| 5 |
Teacher Knowledge as Context
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In: Studies in Applied Linguistics & TESOL, Vol 10, Iss 1 (2010) (2010)
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Teachers as Learners: Incorporating Sociocultural Theory into L2 Teacher Education
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In: Studies in Applied Linguistics & TESOL, Vol 8, Iss 1 (2008) (2008)
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| 7 |
Knowing Your Reader: Text-External Influences on Textual Features in Résumé Construction
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In: Studies in Applied Linguistics & TESOL, Vol 8, Iss 2 (2008) (2008)
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Abstract:
In the field of teaching English as a Second Language (ESL), great importance has often been placed on using language in authentic ways. As a result of the inability of many second language (L2) students to construct and adapt language for various academic and professional needs (St. John, 1996), genre analysis has gained attention as a framework for teaching ESL students to write texts they way they are constructed in authentic situations. However, the lack of empiricallyderived discipline-specific genre exemplars to practically utilize in the L2 writing classroom has prompted the need for (a) further analysis of various texts found outside of the classroom setting and (b) an investigation into how language is manipulated to meet the purposes of those texts. Following Bhatia’s (2008) and Cheng’s (2008) notions that students need to have practical genre exemplars to aid them in understanding how text-external influences (e.g., the purpose for writing and the reader’s expectations) affect linguistic choices, the focus of this paper is to demonstrate how one type of professional text, the résumé, is constructed using a genre-based framework.
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Keyword:
English language; LB5-3640; PE1-3729; Theory and practice of education
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URL: https://doaj.org/article/6709938c3bb94cdb89c280f1c1d680ed
https://doi.org/10.7916/salt.v8i2.1476
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Pedagogical Appreciation from a Theoretical Perspective
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In: Studies in Applied Linguistics & TESOL, Vol 7, Iss 1 (2007) (2007)
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Knowing Your Readers: Text-External Influences on Textual Features in Résumé Construction Knowing Your Reader: Text-External Influences on Textual Features in Résumé Construction
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In: http://journals.tc-library.org/index.php/tesol/article/viewFile/427/271/
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| 10 |
The Forum Teachers as Learners: Incorporating Sociocultural Theory into L2 Teacher Education
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In: http://journals.tc-library.org/templates/about/editable/pdf/Fagan Forum.pdf
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| 11 |
BEYOND “EXCELLENT!”: UNCOVERING THE SYSTEMATICITY BEHIND POSITIVE FEEDBACK TURN CONSTRUCTION IN ESL CLASSROOMS
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In: http://www.novitasroyal.org/Vol_8_1/4.Fagan.pdf
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