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Fostering advanced-level language abilities in foreign language graduate programs: Applications of genre theory
|Title:||Fostering advanced-level language abilities in foreign language graduate programs: Applications of genre theory|
|Date Issued:||01 Jan 2003|
|Publisher:||Thompson & Heinle|
|Citation:||Crane, C., Liamkina, O., Ryshina-Pankova, M. (2003). Fostering advanced-level language abilities in foreign language graduate programs: Applications of genre theory. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 166-192. http://hdl.handle.net/102015/69603|
|Abstract:||Findings from two surveys (Spring 2002) regarding the perceived needs of graduate students from US. Foreign language (FL) doctoral programs in fostering advanced second language (L2) development are discussed. Participants include thirteen FL graduate students, nine FL program coordinators, and one FL department chair. Analysis of the surveys reveals (1) the central role lower-level language teaching plays in FL graduate students' L2 development; (2) the need among graduate students to understand L2 ability in terms of contextualized language use; and (3) graduate students' desire for greater departmental support of their L2 abilities. The paper argues for the construct of genre as a means for conceptualizing and promoting advanced-level language development. Genres graduate students will likely encounter as future members of the profession are presented. Two case studies of graduate students' experiences with the genre précis further illustrate how a genre approach can foster L2 academic abilities. General recommendations for FL graduate programs are offered.|
|Appears in Collections:||
2003 ADVANCED FOREIGN-LANGUAGE INSTRUCTION|
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