Developing Chinese EFL learners’ email literacy through requests to faculty

勤益科大機構典藏 > 人文創意學院 > 應用英語系 > 【應用英語系】期刊論文 > Item 987654321/5958

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题名:	Developing Chinese EFL learners’ email literacy through requests to faculty
作者:	Chen, Yuan-shan
贡献者:	圖書館
关键词:	Email Request Instruction
日期:	2015-01
上传时间:	2016-10-20 13:47:27 (UTC+8)
摘要:	This study followed a pre-test-instruction-post-test design to examine the effectiveness of teaching email requests to faculty to a group of 28 intermediate-level Chinese students of English. Drawing on the genre-based pedagogy developed by Systemic Functional Linguistics (SFL), the six-hour instruction was structured in the order of setting the context, modeling, joint construction and independent construction. A total of 224 email scripts collected before and after the instruction were analyzed quantitatively by paired t-test and qualitatively by move analysis. The quantitative analysis showed that the students made overall progress after the instruction. However, the qualitative analysis revealed that the students made greater improvements in framing moves (i.e., subject, greeting and closing) than in content moves (i.e., request strategies and request support). It is because framing moves are interpersonally oriented and formulaic in nature, thus more controllable in an instructional setting and easier for the students to acquire. On the other hand, content moves are informationally loaded and idiosyncratic in nature, thus less controllable in an instructional setting and more difficult for the students to acquire. These findings are discussed with implications for classroom practices and future research.
關聯:	Journal of Pragmatics Volume 75, January 2015, Pages 131–149
显示于类别:	[應用英語系] 【應用英語系】期刊論文

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