Towards the Synergy of Genre- And Corpus-Based Approaches to Academic Writing Research and Pedagogy

Xiaofei Lu, J. Elliott Casal, Yingying Liu

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

This paper outlines the research agenda of a framework that integrates corpus- and genre-based approaches to academic writing research and pedagogy. This framework posits two primary goals of academic writing pedagogy, that is, to help novice writers develop knowledge of the rhetorical functions characteristic of academic discourse and become proficient in making appropriate linguistic choices to materialize such functions. To these ends, research in this framework involves 1) compilation of corpora of academic writing annotated for rhetorical functions, 2) analysis of the organization and distribution of such functions, 3) analysis of the linguistic features associated with different functions, 4) development of computational tools to automate functional annotation, 5) use of the annotated corpora in academic writing pedagogy, and 6) exploration of the role of form-function mappings in academic writing assessment. The implications of this framework for promoting consistent attention to form-function mappings in academic writing research, pedagogy, and assessment are discussed.

Original languageEnglish (US)
Pages (from-to)59-71
Number of pages13
JournalInternational Journal of Computer-Assisted Language Learning and Teaching
Volume11
Issue number1
DOIs
StatePublished - Jan 1 2021

All Science Journal Classification (ASJC) codes

  • Education
  • Linguistics and Language
  • Computer Vision and Pattern Recognition
  • Computer Science Applications

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