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Table Of Contents

INTRODUCTION
1.1Background to the Study
1.2Statement of the Problem
1.3Purpose of the Study
1.4Significance of the Study
1.5Definition of Terms
REVIEW OF LITERATURE
2.1.1Text and textuality
2.1.2Text Creation
2.1.3Intertextuality
2.1.3.1Genre and Text Type
2.1.3.2Genre and Register
2.1.3.3Genres, Generic Structure, and Moves
2.1.4Academic Discourse
2.1.4.1Genres in Academia
2.1.4.1.1An academic genre: The Abstract
2.2Writing Pedagogy
2.2.1Approaches to Writing
2.2.2The Process Genre Approach in EAP
2.3Corpora and Applications
2.3.1Corpora
2.3.4The Use of Corpora in Language Teaching
2.4Related Studies
METHODOLOGY
3.1Overall Research Design
3.2Research Questions
3.5Data Collection Instruments
3.5.1Interviews with course instructors
3.5.2Questionnaires administered to course participants
3.5.3Compilation of the Learner Abstract Corpus
3.5.4Compilation of the Target Abstract Corpus
3.6Data Collection Procedures
3.7Methods for Data Analysis
3.7.1Analysis Procedure for Interviews
3.7.2Analysis Procedure for Questionnaires
3.7.3Corpus Analysis Methodology
3.7.3.1Corpus Analysis Tools
3.7.3.2Corpus Analysis Procedures
3.8Moodle - a Virtual Learning Environment
3.9Limitations and Delimitations of the Study
DATA ANALYSIS
4.1Analysis of the preliminary data
4.1.1Interviews with EFL 501 (ENGL501) course instructors
4.1.2Needs Analysis Questionnaires and End-of-the-semester Feedback
4.1.3A sample of participants’ writing profiles
4.1.4Cross-reference of the Findings from the Interviews and the
4.1.5Sample work from the LAC and some preliminary assumptions
4.2Analysis of the Corpus Evidence
4.2.1Analysis of the LAC
4.2.2Analysis of the Target Abstract Corpus (the TAC)
4.2.3Comparison of the LAC with the TAC
4.2.3.1Comparison of the LAC with an equal-sized TAC
4.3Constructing a Pedagogic Corpus for Thesis Writing
4.3.1The development of the TAC (Target Abstract Corpus) Wordlist
4.3.2The development of the AAC (Academic Abstract Corpus) Bank of
4.3.2.1Description of the AAC (Academic Abstract Corpus) Bank of Moves and
4.3.2.2Significance of the AAC Bank of Moves and Sub-moves
4.3.3The Pedagogic Corpus
4.3.3.1Task Framework and Taxonomy
4.3.3.2The Pilot Implementation and Evaluation of the course- 2007-2008 Fall
4.3.3.3The Pilot Implementation and Evaluation of the course- 2007-2008
CONCLUSIONS AND IMPLICATIONS
5.1Discussion
5.1.1Aims and methods
5.1.2Major findings
5.2.1Wordlists
5.2.2Lexico-grammatical patterns and banks
5.2.3Semantic frequency: Moves and Sub-moves
5.2.4Generic versus discipline-specific lexico-grammatical patterns
5.2.5A genre-based corpus-informed data-driven lexico-grammatical
5.2.6Virtual learning environments
5.2.7The use of Corpora
5.3.1Teachers and Teacher Education
5.3.2Students
5.3.3Software Applications and Virtual Learning Environments
5.3.4The Use of Vocabulary Profiling Software
5.4Implications for further research
5.5The Final Word
REFERENCES
APPENDICES
EFL 501 Course Description
ENGL501 Course Description
Interview Guide
Needs Analysis Questionnaire
Course Evaluation Questionnaire
List of Abstracts
Interview 1
Interview 2
Comparison of the top 50 words in the LAC and the TAC
Family Headwords and Word Types used in the LAC and the TAC
THE AAC BANK OF MOVES AND SUB-MOVES BASED ON IMRD
Screenshots of ENGL501 Moodle
A student-led discovery task
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14596786 Write Like an Academic the Thesis

14596786 Write Like an Academic the Thesis

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Published by Rowland Adewumi

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Published by: Rowland Adewumi on Aug 20, 2010
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10/29/2011

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