From the perspective of activity theory, particularly through the lens of mediation on learning, this paper reexamines the various elements and their configuration of academic English writing. The present paper maintains that activity theory can better serve the pedagogical goal of “language + content”; and then proposes the “Four-as-one” pedagogical paradigm for academic English writing practice. Meanwhile, this paper discusses the feasibility of such paradigm with practical examples and maintains that this paradigm can offer pedagogical implications for college academic English writing pedagogy.
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
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DOI: 10.3969/j.issn.1674-8921.2017.03.010
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