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2019 | 43 | 3 |
Article title

Confronting MA students’ and seminar teachers’ diverse agendas concerning academic literacy development through an EAP writing course

Content
Title variants
Languages of publication
EN
Abstracts
EN
Academic courses aim to develop kinds of literacy that are significantly different from what students know from other contexts. Mastering ways of constructing knowledge in scholarly disciplines in a foreign language poses a considerable challenge, not only for the uninitiated. The challenge is none the less small for English for Academic Purposes (EAP) writing instructors as the currently observed diversity of student populations in master’s programs compels them to revise some of their long-standing assumptions and practices. The article reports on a study aiming to compare MA seminar teachers’ and beginner MA students’ perceptions of writing needs and an EAP course expectations and suggests how the responses can be used constructively in writing pedagogy.
DE
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
FR
Le numéro contient uniquement les résumés en anglais.
Year
Volume
43
Issue
3
Physical description
Dates
published
2019
online
2019-11-14
Contributors
References
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Document Type
Publication order reference
YADDA identifier
bwmeta1.element.ojs-doi-10_17951_lsmll_2019_43_3_127-139
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