The dynamic complexity of present-day workplace practices has increased the number of universities changing the nature of their academic programs, to make them increasingly interdisciplinary (Bhatia, 1999:129). One of the major issues in the teaching of English in the academy is the complexity of discursive demands placed on Business and Law students within the increasingly interdisciplinary curriculum. Many of the traditional English courses appear to be inadequate to help students cope with the complexity of communication demands. Thus, there is a need to rethink, revise and redesign pedagogical procedures to make them more effective…
Contents
CHAPTER ONE Introduction and Literature Review
1.1 Background
1.2 Issues
1.3 Rationale of the Study
1.4 Objectives of the Study
1.5 Literature Review
1.6 Intrinsic Nature of the Disciplines
CHAPTER TWO Design of the Study
2.1 Research Questions
2.2 Research Methodology
2.2.1 Research Methods
2.2.2 Student Perspective
2.2.3 Teacher Perspective
2.2.4 Writing Performance Perspective
2.2.5 Textual Perspective
2.3 Framework for Analysis
2.4 Procedure of Analysing Text as Genre
2.4.1 Data Collection
2.5 Limitations
2.6 Expected Outcomes
CHAPTER THREE Cases and Case Studies as a Pedagogical Tool
3.1 Characteristics of Generic Overlaps
3.2 Origin of Case Studies
3.3 Pedagogical Use of Cases
3.4 Skills Developed
3.5 Case Contents
3.6 Case Structures
3.7 Case Presentation
3.8 Definitions of Cases Across Five Disciplines
3.9 Overview of Corpus Cases
CHAPTER FOUR Generic Structure of Cases
4.1 Typical Generic Structure of Cases
4.2 Typical Generic Structure of Cases: Disciplinary Realization
4.3 Disciplinary Characteristics
4.3.1 Background Information
4.3.2 Identifying the Issue / Problem
4.3.3 Presentation of Data
4.3.4 Assessing Information
4.3.5 Application of Concepts / Theories / Principles (CTP)
4.3.6 Making Assumptions
4.3.7 Giving Opinions
4.4 Specific Generic Structure of Cases
4.4.1 Specific Generic Structure of Accounting Cases
4.4.2 Specific Generic Structure of Economics Cases
4.4.3 Specific Generic Structure of the Law Cases
4.4.4 Specific Generic Structure of Management Cases
4.4.5 Specific Generic Structure of Marketing Cases
4.4.5 Generic Structures of Cases across Five Disciplines
CHAPTER FIVE Circumtextual Frames: Specification of Task Requirements and Instructions
5.1 Lexical Signals to Describe Chapter / Course Objectives
5.1.1 Chapter /Course Objectives: Lexical Signals Used in Specific Disciplines
5.1.2 Chapter / Course Objectives: Lexical Signals Used Across Disciplines
5.2 Lexical Signals to Describe Short Questions and Case Questions
5.2.1 Short Questions
5.2.2 Case Questions
5.3 Tenses
5.4 Meta-discourse (Textual / Interpersonal)
5.4.1 Logical Connectives
5.4.2 Code Glosses
5.4.3 Hedges
5.4.4 Relational Markers
5.5 Lexical Items: Nouns and Verbs
5.5.1 Nouns
5.5.2 Verbs
CHAPTER SIX Participant Perceptions and Student Writing Problems: Looking Beyond Conventional Explanations
6.1 Teacher and Student Perceptions
6.1.1 General Demands and Problems faced by BBA Students
6.1.2 Specific Disciplinary and Language Demands Faced by BBA Students
6.2 Student Academic Writing
6.2.1 Disciplinary-specific Features
6.2.2 Student Writing Performance
CHAPTER SEVEN Conclusion
7.1 Summary of Study
7.2 Pedagogical Implications
7.3 Future Directions for Research
APPENDICES
REFERENCES
Author: Lung, Jane Wing Yi
Source: City University of Hong Kong
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