Contemporary Foreign Languages Studies ›› 2017, Vol. 17 ›› Issue (03): 53-58.doi: 10.3969/j.issn.1674-8921.2017.03.010
Previous Articles Next Articles
TENG Yanjiang
Online:2017-05-28
Published:2020-07-25
CLC Number:
TENG Yanjiang. A “Four-as-one” Pedagogical Paradigm for Academic English Writing: An Activity Theory Perspective[J]. Contemporary Foreign Languages Studies, 2017, 17(03): 53-58.
| Bjork, L., G. Brauer, L. Rienecker & P. S. Jorgensen. 2003. Introduction [A]. In L.Bjork., G. Brauer., L. Rienecker & P. S. Jorgensen (eds.). Teaching Academic Writing in European Higher Education[C]. London: Kluwer Academic Publications. 1-16. Burns, A. & C. Coffin. 2001. Analyzing English in a Global Context: A Reader [M]. New York: Routledge. Canagarajah, S. 2014. EAP in Asia: Challenges and possibilities [A]. In Y. Li & T. Walker (eds.). English for Academic Purposes (EAP) in Asia[C]. New York: Sense Publishers. 93-102. Cenoz, J. 2015. Content-based instruction and content and language integrated learning: The same or different?[J]. Language, Culture and Curriculum 28(1): 8-24. Craig, J. L. 2013. Integrating Writing Strategies in EFL/ESL University Contexts [M]. New York: Routledge. Dalton-Puffer, C. 2007. Discourse in Content and Language Integrated Learning (CLIL) Classrooms[M]. Amsterdam: John Benjamins. Dalton-Puffer, C. 2011. Content-and-language integrated learning: From practice to principles?[J]. Annual Review of Applied Linguistics 31:182-204. Duff, P. A. 2010. Language socialization into academic discourse communities [J]. Annual Review of Applied Linguistics 30:169-192. Fujioka, M. 2014. L2 student-US professor interactions through disciplinary writing assignments: An activity theory perspective [J]. Journal of Second Language Writing 25: 40-58. Engestrom, Y. 1987. Learning by Expanding: An Activity Theoretical Approach to Developmental Research [M]. Helsinki, Finland: Orienta-Konsultit. Engestrom, Y. 2001. Expansive learning at work: toward an activity theoretical Reconceptualization [J]. Journal of Education and Work 14 (1): 133-156. Engestrom, Y. & V. Escalante. 1996. Mundane tool or object of affection? The rise and fall of the postal buddy[A]. In B. A. Nardi (ed.). Context and Consciousness: Activity Theory and Human-computer Interaction [C]. Cambridge: MIT Press. 325-373. Hyland, K. 2015. Teaching and Researching Writing (Third Edition)[M]. New York: Routledge. Kang, Y.S. & D. O. Pyun. 2013. Mediation strategies in L2 writing processes: A case study of two Korean language learners [J]. Language, Culture and Curriculum 26 (1): 52-67. Lave, J. & E. Wenger. 1991. Situated Learning: Legitimate Peripheral Participation[M]. Cambridge: Cambridge University Press. Leaver, B. L. & S. B. Stryker. 1989. Content‐based instruction for foreign language classrooms[J]. Foreign Language Annals 22(3): 269-275. Lei, X. 2008. Exploring a sociocultural approach to writing strategy research: Mediated actions in writing activities[J]. Journal of Second Language Writing 17(4): 217-236. Leont'ev, A. N. 1978. Activity, Consciousness, and Personality [M]. Englewood Cliffs: Prentice-Hall. North, S. 2005. Different values, different skills? A comparison of essay writing by students from arts and science backgrounds[J]. Studies in Higher Education 30(5): 517-533. Swales, J. 1990. Genre Analyses[M]. Cambridge: Cambridge University Press. Stoller, F. L. 2004. Content-based instruction: Perspectives on curriculum planning [J]. Annual Review of Applied Linguistics 24: 261-283. Vygotsky, L.S. 1978. Mind and Society: The Development of Higher Mental Processes [M]. Cambridge, MA: Harvard University Press. Wingate, U. 2012. Using academic literacies and genre-based models for academic writing instruction: A ‘literacy' journey [J]. Journal of English for Academic Purposes 11(1): 26-37. 蔡基刚.2012. “学术英语”课程需求分析和教学方法研究[J]. 外语教学理论与实践 (2): 30-35. 教育部高等学校大学外语教学指导委员会. 2015. 大学英语教学指南(征求意见稿)[S]. 龚嵘. 2015. 本科生学术英语素养课程的逆向设计[J]. 山东外语教学36(4): 48-55. 刘兵. 2010. 学术用途英语写作课程设计 [J]. 中国 ESP 研究(1): 136-143. 滕延江. 2016.“学术读写素养”范式与学术英语写作课程设计[J]. 当代外语研究 (1): 41-47. 熊丽君、殷猛. 2009. 论非英语专业学术英语写作课堂的构建 [J]. 外语教学(2): 50-56. 严明. 2014. 高校学术英语写作能力评价体系建构[J]. 外语学刊(6): 108-112. 叶洪. 2014. 新读写理论与外语写作任务设计[J]. 现代外语 37(4): 525-536. 于书林. 2013. 教师反馈与同伴反馈—社会文化活动理论视角下的差异与融合[J]. 现代外语36(1): 70-76. 于书林、I. Lee. 2013. 基于社会文化活动理论的二语写作同伴反馈系统模型构建[J]. 山东外语教学34(5): 24-29. |
| [1] | . [J]. Contemporary Foreign Languages Studies, 2021, 454(4): 35-41. |
| [2] | . [J]. Contemporary Foreign Languages Studies, 2021, 454(4): 72-81. |
| [3] | . [J]. Contemporary Foreign Languages Studies, 2021, 454(4): 82-91. |
| [4] | . [J]. Contemporary Foreign Languages Studies, 2021, 454(4): 92-96. |
| [5] | . [J]. Contemporary Foreign Languages Studies, 2021, 454(4): 97-102. |
| [6] | XU Ying, BI Yu, ZHANG Yaqing. A Review of Vocabulary and English for Specific Purposes Research: Quantitative and Qualitative Perspectives [J]. Contemporary Foreign Languages Studies, 2021, 453(3): 104-108. |
| [7] | GUO Hongjie, ZHANG Daqiu, DING Dong. An Integrated and Innovative Talents-fostering Model with Practices for FLL Discipline at Chinese Financial Universities in the New Liberal Arts [J]. Contemporary Foreign Languages Studies, 2021, 453(3): 35-44. |
| [8] | PAN Haiying, LIU Shuling. Innovation and Development of College Foreign Languages Teaching in the Construction of New Liberal Arts [J]. Contemporary Foreign Languages Studies, 2021, 453(3): 45-52. |
| [9] | MA Bingjun, CHANG Hui. Research on L2 Chinese Syntactic Processing: Theories and Empirical Studies [J]. Contemporary Foreign Languages Studies, 2021, 453(3): 61-70. |
| [10] | TAO Jifen. POA-based Reading and Speaking Approach to Oral English Teaching [J]. Contemporary Foreign Languages Studies, 2021, 453(3): 96-103. |
| [11] | . [J]. Contemporary Foreign Languages Studies, 2021, 452(2): 106-110. |
| [12] | . [J]. Contemporary Foreign Languages Studies, 2021, 452(2): 84-95. |
| [13] | . [J]. Contemporary Foreign Languages Studies, 2021, 452(2): 96-105. |
| [14] | Lihe HUANG. Foreign Language Teaching and Research in the Post- pandemic Era: A Multimodal Paradigm [J]. Contemporary Foreign Languages Studies, 2021, 451(1): 75-85. |
| [15] | Yongyan ZHENG. Multilingual Research in a Post-COVID Era: Reflection and Prospection [J]. Contemporary Foreign Languages Studies, 2021, 451(1): 64-74. |
| Viewed | ||||||
|
Full text |
|
|||||
|
Abstract |
|
|||||
