This book contributes insights into second language (L2) students'
learning of academic genres in English for academic purposes (EAP)
writing classes by its focus on the current EAP practice in the
context of higher education of China. It presents knowledge
construction of genre learning research in L2 writing and English
for specific purposes (ESP) genre studies, and reports an in-depth
qualitative inquiry into three issues of instruction-based genre
learning in an academic writing class: students' learning process
of an academic genre in the community of an EAP writing class,
students' individual factors in the learning process, and genre
knowledge development through engagement in genre-focused writing
instruction. The book has theoretical implications for learning
English for academic purposes as well as for learning English as a
foreign language in general. It also has pedagogical implications
for genre teaching in EAP at Chinese universities and similar
educational contexts.
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