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To date, there has been no published textbook which takes into
account changing sociolinguistic dynamics that have influenced
South African society. Multilingualism and Intercultural
Communication breaks new ground in this arena. The scope of this
book ranges from macro-sociolinguistic questions pertaining to
language policies and their implementation (or non-implementation)
to micro-sociolinguistic observations of actual language-use in
verbal interaction, mainly in multilingual contexts of Higher
Education (HE). There is a gradual move for the study of language
and culture to be taught in the context of (professional)
disciplines in which they would be used, for example, Journalism
and African languages, Education and African languages, etc. The
book caters for this growing market. Because of its multilingual
nature, it caters to English and Afrikaans language speakers, as
well as the Sotho and Nguni language groups - the largest languages
in South Africa [and also increasingly used in the context of South
African Higher Education]. It brings together various inter-linked
disciplines such as Sociolinguistics and Applied Language Studies,
Media Studies and Journalism, History and Education, Social and
Natural Sciences, Law, Human Language Technology, Music,
Intercultural Communication and Literary Studies. The unique
cross-cutting disciplinary features of the book will make it a
must-have for twenty-first century South African students and
scholars and those interested in applied language issues.
This study investigates the conceptualisation and execution of
macro-textual features of academic writing of students in an EAP
course. An assumption is that students have difficulties in
producing academic writing. The study investigates participant's
conceptualisation of academic writing and compares it to what they
do in constructing their own academic texts. It finds that there is
a difference between what they say and what they do. Their focus is
generally on micro-textual level, i.e. on the level of words,
phrases and sentences, which masks difficulties on macro-textual
level, i.e. on the discursive level of linguistic units larger than
the sentence. Furthermore, the hypothesis that differences between
English L2 students and English academic norms are culturally
determined, is found to be much less valid than is mostly suggested
in the literature that deals with rhetorical structure of English
L2 writing.
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