000063546 001__ 63546
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000063546 0247_ $$2doi$$a10.1016/j.jeap.2015.05.005
000063546 0248_ $$2sideral$$a91800
000063546 037__ $$aART-2015-91800
000063546 041__ $$aeng
000063546 100__ $$0(orcid)0000-0003-4052-1321$$aPérez-Llantada Auria, María Carmen$$uUniversidad de Zaragoza
000063546 245__ $$aGenres in the forefront, languages in the background: the scope of genre analysis in language-related scenarios
000063546 260__ $$c2015
000063546 5060_ $$aAccess copy available to the general public$$fUnrestricted
000063546 5203_ $$aDrawing on bibliometric methods (citation analysis and content analysis) and literature review, this paper offers some critical reflections of how genre analysis has been used, applied, expanded and refined to address the challenges of a culturally and linguistically diverse academic and research community. The first reflection opens with a brief review of the privileged status of English as the international language of academic and research communication to discuss contrasting scholarly positions that regard ‘Englishization’ as either ‘help’ or ‘hindrance’. The second reflection focuses on rhetorical move analysis, an aspect of genre theory that to date has been little considered outside ESP/EAP traditions of genre analysis. It discusses how move analysis, in cross-fertilization with various theoretical/analytical frameworks, can add to our understanding of the way L2 academic English writers accomplish meso- and micro-rhetorical manoeuvres. The final reflection touches upon the impact of internationalization and research assessment policies on the current knowledge exchange, dissemination and publication practices to emphasize the value of the Swalesian task-based approach and advocate a multiliterate rhetorical consciousness-raising pedagogy. The paper concludes with some suggestions for future genre research and proposes ways of articulating cogent language instructional intervention to empower members of bi-/multiliterate academic and research communities professionally.
000063546 536__ $$9info:eu-repo/grantAgreement/ES/MINECO/FFI2012–37346$$9info:eu-repo/grantAgreement/EUR/FP7/Quality Assessment Training-2013-1-BG1-GRU06-00108
000063546 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
000063546 590__ $$a1.558$$b2015
000063546 591__ $$aLINGUISTICS$$b20 / 181 = 0.11$$c2015$$dQ1$$eT1
000063546 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b39 / 230 = 0.17$$c2015$$dQ1$$eT1
000063546 592__ $$a1.177$$b2015
000063546 593__ $$aEducation$$c2015$$dQ1
000063546 593__ $$aLinguistics and Language$$c2015$$dQ1
000063546 593__ $$aLanguage and Linguistics$$c2015$$dQ1
000063546 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000063546 7102_ $$13004$$2345$$aUniversidad de Zaragoza$$bDpto. Filolog.Inglesa y Alema.$$cÁrea Filología Inglesa
000063546 773__ $$g19 (2015), 10-21$$tJournal of English for Academic Purposes$$x1475-1585
000063546 8564_ $$s197437$$uhttps://zaguan.unizar.es/record/63546/files/texto_completo.pdf$$yPostprint
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000063546 951__ $$a2021-01-21-11:17:08
000063546 980__ $$aARTICLE