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“We are not the language police”: comparing multilingual EMI programmes in Europe and Asia
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“Without English this is just not possible…”: studies of language policy and practice in international universities from Europe and Asia ...
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The power of beliefs: lay theories and their influence on the implementation of CLIL programmes
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“Without English this is just not possible…”: studies of language policy and practice in international universities from Europe and Asia
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University teachers’ beliefs of language and content integration in English-medium education in multilingual university settings
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Communicative purpose in student genres: evidence from authors and texts
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Agreeing to disagree: ‘doing disagreement’ in assessed oral L2 interactions
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The power of beliefs: lay theories and their influence on the implementation of CLIL programmes
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Theory and Practice in EFL Teacher Education: Bridging the Gap
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Book review.Content and foreign language integrated learning: contributions to multilingualism in European contexts
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A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction
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Fluent speakers – fluent interactions: on the creation of (co)-fluency in English as a lingua franca
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ESP teacher education at the interface of theory and practice: introducing a model of mediated corpus-based genre analysis
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The genre(s) of student writing: developing writing models
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Abstract:
This paper addresses the need to re-evaluate the aims and objectives underlying the instruction of English for Academic Purposes (EAP) in a European context. I argue here that for students to develop fully their abilities as writers, the objectives set in individual classes must reflect students’ communicative purposes, rather than those of expert writers, and for that reason specific student writing models are needed. This paper proposes a methodology for the development of such writing models and presents results of the application of this methodology to the analysis of a corpus of 55 student paper conclusions. The notion of student genre(s) adopted here challenges the tacit assumption that EAP is a homogenous whole and that expert models can realistically be used as models in teaching EAP student writing. Keywords: EAP, ESP, genre analysis, student writing, English in Europe
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URL: https://eprints.soton.ac.uk/143715/
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