Fostering advanced-level language abilities in foreign language graduate programs: Applications of genre theory

dc.contributor.author Crane, Cori
dc.contributor.author Liamkina, Olga
dc.contributor.author Ryshina-Pankova, Marianna
dc.date.accessioned 2020-12-14T23:08:55Z
dc.date.available 2020-12-14T23:08:55Z
dc.date.issued 2003-01-01
dc.description.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.
dc.identifier.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
dc.identifier.uri http://hdl.handle.net/10125/69603
dc.publisher Thompson & Heinle
dc.title Fostering advanced-level language abilities in foreign language graduate programs: Applications of genre theory
dc.type Article
dc.type.dcmi Text
prism.endingpage 192
prism.startingpage 166
prism.volume 2003
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