Introducing Genre and English for Specific Purposes

Hyon, Sunny

doi:10.4324/9781315761152

Cited by 23 publications

(17 citation statements)

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“…A number of theoretical and analytical perspectives inform the research study presented in this dissertation, namely, discourse studies, including Bakhtinian concepts of utterance and addressivity, and genre theory (Devitt, 1991;Miller, , 2015Swales, 1990;Hyon, 2018), and concepts derived from Vygotskian sociocultural theory including theories of situated learning, collaborative problem-solving (Vygotsky, 1987;Lave & Wenger, 1991;Rogoff, 1990) and mediated action (Vygotsky, 1967(Vygotsky, /2000Scollon, 1998Scollon, , 2001Wertsch, 1991). While there are multiple meanings of the word "theory" (see Abend, 2008, pp.…”

Section: Chapter 2: Combined Theoretical and Analytical Frameworkmentioning

confidence: 99%

“…From there, the organization of the text is examined in terms of the rhetorical moves (also referred to as macro-structures), that is, sections of the text that aim to accomplish their communicative sub-purposes. These rhetorical moves are then further analysed in order to examine the steps (also referred to as micro-structures) through which the move is realized, and their linguistic and textual features (see Hyon, 2018;Swales, 1990Swales, , 2004. By analysing academic disciplinary genres in this way, Swalesian move-step analysis can help researchers understand a) how a text fulfills its communicative purpose, if at all, and b) the ways in which the textual and linguistic features of that text work to accomplish its aim, while still attending to the broader context in which the genre is situated and the discourse communities to which is belongs.…”

Section: Swalesian Esp Rhetorical Move-step Genre Analysismentioning

confidence: 99%

“…Viirman, 2014, 2015) that were remarkably similar. To investigate how the IPs in my study established a focused interaction with the students in the classroom, I conducted a multimodal rhetorical move analysis (Swales, 1990;Hyon, 2018; see Chapter 2, Section 2.2.1) using a multimodal approach to coding (see Chapter 5, Section 5. "marked and labelled moves" as described by Hyon (2018).…”

Section: Initiating the Focused Interaction: Opening The Lecturementioning

confidence: 99%

“…To investigate how the IPs in my study established a focused interaction with the students in the classroom, I conducted a multimodal rhetorical move analysis (Swales, 1990;Hyon, 2018; see Chapter 2, Section 2.2.1) using a multimodal approach to coding (see Chapter 5, Section 5. "marked and labelled moves" as described by Hyon (2018). That is, I highlighted segments of video whenever I observed the IP "performing a clear and interesting function" and annotated the segment by briefly describing the communicative purpose of the action being performed (p. 30) (see Chapter 2, Section 2.2.1 for a discussion of communicative purpose from an ESP approach).…”

Section: Initiating the Focused Interaction: Opening The Lecturementioning

confidence: 99%

“…Multiple types of data were gathered throughout the data collection period, including student surveys, two-part instructor interviews, video recordings of university mathematics lectures, and observational field notes. The data were analysed using quantitative methods (surveys) and qualitative methods including QMTA and rhetorical move analysis (Swales, 1990; see also Hyon, 2018). The study allowed me to develop a deeper understanding of student engagement as it is realized in university mathematics lectures, and of the teaching practices used by university mathematics instructors to help facilitate student engagement in this context.…”

Section: Encouraging Students' Responses and Public Participation In mentioning

confidence: 99%

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Facilitating Student Engagement in Undergraduate Mathematics Lectures: A Multimodal Investigation

Fogarty-Bourget¹

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University students' success in core mathematics courses has been linked to their overall academic achievement in many undergraduate programs. This finding has prompted an ongoing inquiry into the way mathematics is taught, focusing, specifically, on the university mathematics lecture-the most common instructional activity-and on the extent to which it is conducive to student engagement, regarded as key to successful learning. This dissertation reports on a multimodal study of student engagement in undergraduate mathematics lectures with the purpose to develop a context-specific understanding of student engagement, and identify and describe aspects of university mathematics teaching that impact student engagement. A theoretical and analytical framework combining concepts from discourse studies, Vygotskian sociocultural theory, situated learning, multimodality, speech theory, and gesture studies is used to investigate university mathematics teaching as a complex discursive practice. The study responds to First and foremost, I would like to thank my supervisor, Professor Natasha Artemeva, whose guidance and support have seen me through so many years of study and growth. Natasha, you have taught me so much. Thank you, for everything. To my wonderful parents, Virginia Bourget and Patrick Fogarty, thank you for always being there, for all your love and encouragement. To my partner in adventure and happiness, Hasi Eldib, your love, warmth, kindness, support, and caring are a gift. Thank you for always making summer feel close at hand. I love you. Thank you as well to all those who helped me along the way: To Professor Janna Fox and the members of my doctoral committee, Professor Sigrid Norris, Dr. Silva Ladewig, and Professor Iosif Polterovich, as well to my examiners Professor Christine Räisänen and Dr. Janet Mantler, thank you all for your time and invaluable feedback. And to my research participants, without whom this dissertation would not exist, thank you for your time and sharing. Joan Grant, Connie Wall, Tracey Wright, and Mike Barker, thank you for all that you do, every day, for the students and members of our department. Thank you for all your help. Special thanks to Claire and all the other wonderful, brilliant women with whom I have had the pleasure of sharing so many hours of hard work and writing: Christen, Codie, Janna, Lauren, Lisa, Nina, and many more. Thank you for laughing, listening, cheersing, collaborating, brainstorming, blue skying, and of course, for the countless units. I am so fortunate.

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Section: Chapter 2: Combined Theoretical and Analytical Frameworkmentioning

confidence: 99%

Section: Swalesian Esp Rhetorical Move-step Genre Analysismentioning

confidence: 99%