BusinessandlegalcasegenrenetworksTwocasestudiesEnglishforSpecificPurposes.docx
- 文档编号:12528294
- 上传时间:2023-06-06
- 格式:DOCX
- 页数:28
- 大小:124.45KB
BusinessandlegalcasegenrenetworksTwocasestudiesEnglishforSpecificPurposes.docx
《BusinessandlegalcasegenrenetworksTwocasestudiesEnglishforSpecificPurposes.docx》由会员分享,可在线阅读,更多相关《BusinessandlegalcasegenrenetworksTwocasestudiesEnglishforSpecificPurposes.docx(28页珍藏版)》请在冰点文库上搜索。
BusinessandlegalcasegenrenetworksTwocasestudiesEnglishforSpecificPurposes
EnglishforSpecificPurposes31(2012)127–136
ContentslistsavailableatSciVerseScienceDirect
EnglishforSpecificPurposes
journalhomepage:
www.elsevier.com/locate/esp
Businessandlegalcasegenrenetworks:
Twocasestudies
KarlUhrig⇑
KentStateUniversity,EnglishDepartment,P.O.Box5190,Kent,OH44242,USA
articleinfo
Articlehistory:
Availableonline4October2011
Keywords:
EAP
GenreMBA
Law
abstract
Theframeworkofgenresystems(Bazerman,1994;Bhatia,2004;Swales,2004)offersanopportunitytoilluminatethewaysinwhichstudentsenculturateintotheirdisciplinarycultures(Berkenkotter&Huckin,1995).Toexplorethewaysinwhichgenrechainsareconstructedthroughengagementinspecifictasks,thisstudyinvestigatestwointernationalstudents’developmentofgenresystemsinlawandMBAprogramsthroughtheexamina-tionofprogramsyllabiandindividualstudentengagement.Thefindingsdemonstratekeydifferencesbetweentheprogramsinexpectationsandgenresets,aswellasilluminatingthewaysthatindividualsconstructgenresystemstomitigatethelanguagechallengesthattheyface.Thefindingsaddathickdescriptiontothespecificvs.generalEAPdiscussion.
©2011ElsevierLtd.Allrightsreserved.
1.Introduction
MuchresearchinEnglishforSpecificPurposes(ESP)andEnglishforAcademicPurposes(EAP)hasbeendevotedtounder-standinggenresastheyexistinacademicdisciplinesinordertodesignappropriateprogramsfornon-English-speakinggrad-uatestudents.Somestudiesanalyzeacademicprogramsthroughsyllabiandtasksobtaineddirectlyfromdisciplines(Bruce,2002;Loudermilk,2007;Zhu,2004),andsomecomparethetasksrequiredofstudentsinESPandEAPprogramstothoserequiredindisciplines(Bayliss&Raymond,2004;Leki&Carson,1997).Recently,ESPresearchhasturnedtowardmorecasestudiesexploringthedevelopmentofindividualinternationalstudents’approachestospecificgenres(Cheng,2008a,2008b,2011;Dressen-Hammouda,2008;Tardy,2009;Yang&Shi,2003).
Whilesomestudiesfocusonlearnerdevelopmentwithinaspecificacademicgenre(Cheng,2008a,2008b,2011;Dressen-Hammouda,2008),Tardy(2009)shiftsthefocustoacademictasks,suchasassignments,andexploresthegenrenetworkscreatedbysequencesofinterconnectedfunctions,concludingthatanetwork-basedviewofgenrewouldbemorebeneficialtoESPwritinginstruction.Anetwork-basedapproachtogenreresearchilluminatesthediversityofdiscipline-specificgenresandtheirrelationshipstoindividualstudents’approachestotaskengagement,ratherthanseekingasingleapproachtoaca-demicgenres.
Focusingonthecasegenresinbusinessandlaw,thisstudyexploresthegenrenetworksconstructedthroughthetaskengagementoftwointernationalstudentsingraduateprogramsintheUnitedStates.Inthesecontexts,businesscaseassign-mentsculminatedinoralpresentationsormathematicalcalculations,whileknowledgeoflawcasesintheLL.M.programwasusuallyrevealedonlyinfinalexams,thewrittengenresofwhichweremostlyoccluded.Themannerinwhichthegenrenetworksmanifestedaswellastheroleofwritinginthesecaseshighlightedthevaluesystemsofthedisciplinesinwhichtheyoccurred.
⇑Tel.:
+13306721727.
E-mailaddress:
kuhrig@kent.edu
0889-4906/$-seefrontmatter©2011ElsevierLtd.Allrightsreserved.doi:
10.1016/j.esp.2011.09.001
2.GenreanalysisinESP
Researchershavestudiednumeroussourcesofdataintheacademytodevelopusefulunderstandingsofgenericfeaturesoforalandwrittendiscoursetocreatepedagogicaltasksthatsimulatetheassignmentsthatstudentswillencounterintheiracademicprograms,usuallyfocusingattentiononspecificgenres(Johns,2011;Swales,1990).BerkenkotterandHuckin(1995)dividegenreanalysisintwobroadcategories:
(1)thestudyofformsandfeaturesofwrittenandoraltexts;and
(2)theconceptualizationofgenreassocialinteractionamongmembersofadiscoursecommunity.Inordertoassemble
teachablegenericfeatures,researchershavetakenanumberofdifferentapproaches,includinganalyzingsyllabiandtasks(Bruce,2002;Cooper&Bikowski,2007;Loudermilk,2007;Zhu,2004),comparingspecifictasksinEAPandESPprogramstothoserequiredindisciplines(Leki&Carson,1997;Parks&Raymond,2004;Raymond&Parks,2002),andundertakingcasestudiesofindividualinternationalstudents’approachestospecificgenres(Cheng,2008a,2008b,2011;Dressen-Hammouda,2008;Tardy,2009;Yang&Shi,2003).
Oneissuethatderivesfromthetensionbetweenlanguageandacademicdiscourseisthecompartmentalizationofgenres.Manystudiesoftenfocusononegenreinisolationinordertoexplorecertaincharacteristicsordocumentlearnerdevelop-ment(Cheng,2008a,2008b,2011;Cooper&Bikowski,2007;Dressen-Hammouda,2008;Leki&Carson,1994,1997;Louder-milk,2007;Yang&Shi,2003;Zhu,2004).Whilesuchfocusisnecessaryforathoroughanalysisofdiscoursefeaturesorthewaysinwhichstudentsgainexpertise,theresultmaybethatESPpedagogiesconceptualizeonlyonedisconnectedpartofthetotaldisciplinarypicture(Johns,2011).Amorecomprehensivepictureoftheacademiclandscapeinwhichstudentsfindthemselvesisrealizedthroughanintertextually-basedapproach,andcanhelpunderstandthecomplexrelationshipsamongdiscoursesandgenres(Bazerman,1994;Johns,2011;Martin&Rose,2008).Genresthatcomprisesequencesofintercon-nectedfunctionshavebeenidentifiedasnetworksorsystemsofgenres(Bazerman,1994;Bhatia,2004;Swales,2004;Tardy,2009).Elaboratingfurtherondifferentgenrerelationships,Swales(2004,p.12)proposes‘‘constellationsofgenres’’,includ-inggenresetsandgenrechains.Genresetsarethetotalityofgenresusedbyadisciplineorprofession,eitheraspartofnor-malpracticeorforaparticularpurpose.Underthisdefinition,agenresetwouldincludealloftheactivitiesinwhichapersonwouldengageinanacademicprogram.Genrechainsarenetworkscharacterizedbylogicalorchronologicalsequencingofgenres,‘‘especiallywhenonegenreisanecessaryantecedentforanother’’(p.18).Forexample,thesuccessionofaninvita-tiontospeakatacolloquium,followedbyacceptance,followedbythepresentationitself,followedbyapossiblethank-youletterandhonorarium,constitutesachainofgenres.Studentsstudyinginprofessionalgraduateprogramsencountergenresetsasthetotalityofgenresinwhichtheyengageinordertofulfilltherequirementsofaprogram,andgenrechainsasgen-ressequentiallyconnectedthroughtaskassignments.
Tardy(2009)exploredthegenrenetworksoffourengineeringandcomputersciencestudentsextensivelybyfocusingonspecificacademictasksandinvestigatingthegenresetsandchainsofwhichtheywerepart.Herlongitudinalstudydocu-mentedtheirgradualprogressfromnascentknowledgeofgenresandtheirdisciplinestowardmoreintegratedexpertise.Shefoundthattheparticipantsbroughtnumerousresourcesandstrategiestobearonimprovingtheirperformanceintasks,includingpriorexperiences,repeatedpractices,textualandoralinteractions,mentoring,anddisciplinaryparticipation.Thisnetwork-basedapproachtounderstandinggenreprovidesamoreholistic,sociocognitiveperspectivenotonlyofgenrebutalsoofindividualtaskengagementthatcomprisesmultiplegenresandwhatPrior(1998)terms‘multimodality’,theuseoftextual,visual,oral,andauralmodesofcommunicationtoaccomplishanacademictask.
ThecasestudyapproachinTardy(2009)andotherstudies(e.g.,(Cheng,2008a,2008b,2011;Dressen-Hammouda,2008;Yang&Shi,2003)reflectsasocioculturalturninESPresearch.Thisapproach,adaptingconceptsfromsocioculturalistssuchasVygotsky(1978)andLaveandWenger(1991),conceptualizesacademicdisciplinesascommunitiesofpracticeintowhichstudentsaresocializedthroughincreasingparticipation(Hyland,2009).Students,asnovices,areusheredintoprofessionsthroughengagementinthegenresthatcomprisethecommunityofpractice,alongthewaylearningtoreplicatethevaluesoftheprofessionbyinteractingwithexperts(Hyland,2009;Swales,2004).Inotherwords,genresprovidetheopportunityforstudentstodemonstratetheiralignmentwiththevaluesoftheirprofessionasjudgedbyanexpertintheroleofapro-fessororinstructor(Raymond&Parks,2002).Researchhastentativelyconnectedgenrestovaluesystemsindisciplines(Bruce,2002;Esteban&PerezCañado,2004;Feak&Reinhart,2002;Feak,Reinhart,&Sinsheimer,2000;Raymond&Parks,2002;Riazi,1997;Tardy,2005;Yang&Shi,2003;Zhu,2004),buttheprocessofvaluereplicationthroughgenrenetworksinvitesfurtherscrutinyintospecificacademiccontexts.
Despitethegrowingbodyofresearchintodiscipline-specificgenres,asTardy(2009)notes,muchofthecommonwisdomregardingtherelationshipsamongacademicgenresandlearningindifferentdisciplinesremainstheoreticalandanecdotal.Cheng(2008a)assertsthatstudiesofindividuallearners’useofgenrecanenrichourunderstandingoftheirengagementindisciplinesandclarifytheobjectivesoftheacademicliteracyinstructionalframework.InadditiontoTardy’s(2009)findings,Dressen-Hammouda(2008)foundthatthegeologystudentinhercasestudygainedexpertisethroughtherestructuringofhisidentityratherthanthroughliteracydevelopment,whileCheng’s(2008a)electricalengineerwasabletoengagemoresuccessfullywithgenresafterguidanceinvolvingdiscipline-specificgenreexemplars.
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- BusinessandlegalcasegenrenetworksTwocasestudiesEnglishforSpecificPurposes
链接地址:https://www.bingdoc.com/p-12528294.html