04559nam 2200745Ia 450 991095493870332120200520144314.09786612155437978128215543512821554319789027293312902729331710.1075/lllt.15(CKB)1000000000535010(OCoLC)320321528(CaPaEBR)ebrary10137863(SSID)ssj0000164032(PQKBManifestationID)11924473(PQKBTitleCode)TC0000164032(PQKBWorkID)10118654(PQKB)11695801(MiAaPQ)EBC622616(Au-PeEL)EBL622616(CaPaEBR)ebr10137863(CaONFJC)MIL215543(DE-B1597)720831(DE-B1597)9789027293312(EXLCZ)99100000000053501020060524d2006 uy 0engurcn|||||||||txtccrGoals for academic writing ESL students and their instructors /edited by Alister Cumming1st ed.Amsterdam ;Philadelphia John Benjamins Pub. Co.c20061 online resource (217 p.) Language learning and language teaching,1569-9471 ;v. 15Bibliographic Level Mode of Issuance: Monograph9789027219695 9027219699 Includes bibliographical references (p. [174]-188) and index.Goals for AcademicWriting -- Editorial page -- Title page -- LCC data -- Table of Contents -- Foreword -- 1. Introduction, purpose, andconceptual foundations -- Section I. The Main Study -- 2. Context and designof the research -- 3. Students' goals for ESL anduniversity courses -- 4. A study of contrasts:ESL and university instructors'goals for writing improvement -- Section II. Case Studies -- 5. Nine Chinese students writingin Canadian university courses -- 6. Students' and instructors' assessmentsof the attainment of writing goals -- 7. The language of intentionsfor writing improvement:A systemic functionallinguistic analysis -- 8. Goals, motivations, and identities ofthree students writing in English -- 9. Variations in goals and activitiesfor multilingual writing -- Section III. Implications -- 10. Implications for pedagogy, policy,and research -- References -- Appendices -- Subject index -- Contributors -- The series Language Learning &amp -- Language Teaching.This book documents the results of a multi-year project that investigated the goals for writing improvement among 45 students and their instructors in intensive courses of English as a Second Language (ESL) then, a year later, in academic programs at two Canadian universities. The researchers present a detailed framework to describe these goals from the perspectives of the students as well as their instructors. The goals are analyzed for groups of students from particular backgrounds internationally, for changes over time, and in relation to the ESL and academic courses. The authors use activity theory, goal theory, various sociolinguistic concepts, and multiple data sources (interviews, observations, stimulated recalls, questionnaires, and text analyses) to provide a contextually-grounded perspective on learning, teaching, writing, second-language development, and curriculum policy. The book will interest researchers, educators, and administrators of ESL, university, college, and literacy programs around the world.Language learning and language teaching ;v. 15.Academic writingStudy and teachingCanadaEnglish languageRhetoricStudy and teachingForeign speakersEnglish languageRhetoricStudy and teachingCanadaEnglish languageStudy and teachingForeign speakersResearchEnglish languageWritten EnglishAcademic writingStudy and teachingEnglish languageRhetoricStudy and teachingForeign speakers.English languageRhetoricStudy and teachingEnglish languageStudy and teachingForeign speakersResearch.English languageWritten English.808.042Cumming Alister H1799642MiAaPQMiAaPQMiAaPQBOOK9910954938703321Goals for academic writing4344029UNINA