Sunday, December 19, 2010

An interesting article

I found this interesting article while I was searching the term sociocognitive and second language writing. One of the features of this article that I find interesting is the frameworks informing this research. I hope to write about these frameworks, which inspire me as well, some other time. Another interesting feature of this article is its focus on intertextuality and possible interactions between oral and written genres, such as telephone conversations and faxes. I think multimodality of writing processes is an interesting topic. I also like the fact that this article mentions possible influences of social, cultural, and economic contexts on writing. Even though it is not completely ecological I think it is an interesting study. (I want to note that the author does not have such a claim. It's just that I'm trying to figure out what an ecological perspective to second language writing would look like). I especially find its methodology useful since I have never thought of focus group interviews as a method before.

Zhu, Y. (2006). Understanding sociocognitive space of written discourse: Implications for teaching business writing to Chinese students. International Review of Applied Linguistics in Language Teaching, 44(3), 265-285.
Abstract: Confronted with various issues in teaching business writing to Chinese students in New Zealand, this paper sees the need for bridging the gap between genre-based research and teaching in an intercultural context. Specifically, it develops an intercultural reflective model in the light of Bhatia's sociocognitive genre study as well as cross-cultural persuasion. As an important part of the model, New Zealand and Chinese experts' intracultural and intercultural reflections on business writing are solicited and compared and the theoretical implications for teaching and learning business writing are discussed. It has been found, through a case study of analysing English and Chinese business faxes, this model can offer an in-depth understanding about discursive competence across cultures, and provide a link between genre-based theory, teaching practice and professional expertise.

No comments:

Post a Comment