Facing the Challenge of Generic Hybridity in EAP Research and Pedagogy

Kuhi, Davud

doi:10.22049/jalda.2020.26894.1187

Document Type : Review Article

Author

Davud Kuhi

Assistant Professor of TEFL, Department of English, Faculty of Humanities, Islamic Azad University, Maragheh Branch, Maragheh, Iran

https://doi.org/10.22049/jalda.2020.26894.1187

Abstract

Since its introduction to EAP theory in the 1980s, the concept of genre has proven to be a rigorous theoretical construct for a deeperunderstanding of the nature of academic discourse. However, the inherent potential of this concept as a means of classifying and categorizing academic texts has also given rise to what we have called “the misconception of homogeneity”. Criticizing this misconception and drawing on the concept of hybridity/heterogeneity of scientific/academic genres, the present paper explores some of the major implications of this view for EAP research and pedagogy. It is argued that the recognition of the concept of hybridity of academic genres would result in redefining the corpus design issues, focusing on genre networks instead of single genres, trying further possibilities of triangulation, redefining the criteria for the selection of formal/functional properties in analytic projects and development of thicker explanatory frameworks. The paper also looks at possibilities of operationalizing this concept within what is called “a hybridity-sensitive EAP pedagogy” and suggests intertextuality/interdiscursivity tracing tasks and discursive conversion tasks as means of raising EAP learners awareness.

Keywords

20.1001.1.2383591.2020.8.2.3.9

Main Subjects

ESP/EAP

Article Title [Persian]

مواجهه با چالش پیوندخوردگی ژانری در پژوهش و آموزش انگلیسی برای اهداف آکادمیک

Author [Persian]

دکتر داود کوهی

استادیار آموزش زبان انگلیسی- گروه زبان انگلیسی - أانشکده علوم انسانی- دانشگاه آزاد اسلامی واحد مراغه- مراغه- ایران

Abstract [Persian]

از زمان معرفی مفهوم ژانر به حوزه انگلیسی برای اهداف ویژه در دهه 1980 میلادی، این مفهوم به عنوان یک سازه ی تئوریک منسجم در خدمت درک هرچه بیشتر ماهیت ارتباطات آکادمیک قرار گرفته است. بااینحال، پتانسیل ذاتی این مفهوم به عنوان ابزار طبقه بندی متون آکادمیک همواره به نوعی کج فهمی درباره همگن بودن ژانرهای آکادمیک نیز دامن زده است. مقاله حاضر با نقد این کج فهمی و مبنا قرار دادن مفهوم ناهمگنی و پیوندخوردگی ژانرها به برخی از تاثیرات و در برداشتهای این مفهوم در حوزه پژوهش و آموزش انگلیسی برای اهداف آکادمیک پرداخته است. مولف معتقد است که پذیرش مفهوم ناهمگنی و پیوندخوردگی ژانرها می تواند به تعریفی متفاوت در حوزه ی طراحی پیکره ها، تمرکز بر شبکه های ژانری بجای ژانرهای واحد، لحاظ امکان سه سویه سازی، تغییر در معیارهای گزینش ویژگیهای ساختاری و کارکردی و امکان شرحهای چند جانبه بیانجامد. این مقاله همچنین به نحوه ی عملیاتی نمودن مفهوم فوق در قالب آموزش انگلیسی برای اهداف ویژه و به نوعی طراحی اولیه از فعالیتهای آموزشی در این راستا پرداخته است.

Keywords [Persian]

ژانر
پیوندخوردگی
گفتمان آکادمیک
پژوهش انگلیسی برای اهداف ویژه
آموزش انگلیسی برای اهداف ویژه

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Journal of Applied Linguistics and Applied Literature: Dynamics and Advances

Facing the Challenge of Generic Hybridity in EAP Research and Pedagogy

References

References

Volume 8, Issue 2
October 2020
Pages 23-37

Facing the Challenge of Generic Hybridity in EAP Research and Pedagogy

References

References

Volume 8, Issue 2October 2020Pages 23-37

Volume 8, Issue 2
October 2020
Pages 23-37