分类
主流
前景化
实证研究
纪律
光学(聚焦)
体裁分析
点(几何)
语言学
计算机科学
语言习得
心理学
社会学
数学教育
认识论
人工智能
社会科学
哲学
物理
几何学
神学
数学
光学
标识
DOI:10.1016/j.jslw.2006.04.003
摘要
With genre now viewed as a fundamental element of writing, both second language writing and mainstream composition studies have seen an increased focus on the question of how writers learn genres. The purpose of this paper is to review key findings from 60 empirical studies that have investigated this question. To this point, research has typically studied genre learning as it occurs either through professional or disciplinary practice or through classroom instruction; almost no studies have looked at the same writers as they traverse these multiple domains. I therefore categorize studies as taking place in either “practice-based” or “instructional” settings and identify trends in the research findings from each setting. After examining one study which takes place in multiple settings, I tease out some of the commonalities and distinctions between learning in practice-based and instructional contexts and between first language and second language genre learning. On the basis of this comparative review of research, I suggest future directions for the interdisciplinary study of genre learning.
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