The genre analysis has become a critical study in pragmatic which forms the dialogic interaction that manifest written academic discourse socially and culturally. aims of this is to describe pattern variation moves appear from undergraduate thesis abstracts at specific college Bone Region. implications on educational materials are included. Data collection comprised 45 as samples consist 3 coho...

the efficacy of genre-based approach to teaching writing has been regarded as an influential practice in l2 writing pedagogy (hyland, 2007). however, there is still gap between actual structures found in reading materials recommended as textbooks and discourse patterns recommended for l2 writing in efl contexts, the gap which would highlight the problems of genre and rhetorical patterns for tea...

As a result of two decades development, the trajectory English medium instruction (EMI) research has moved from identification problems towards focus on pedagogy. In response to studies in literature claiming that dominant approach EMI pedagogy is direct transmission knowledge, and calls for investigating classroom discourse teaching, this study explores pedagogical features enacted by bilingua...

The efficacy of genre-based approach to teaching writing has been regarded as an influential practice in L2 writing pedagogy (Hyland, 2007). However, there is still gap between actual structures found in reading materials recommended as textbooks and discourse patterns recommended for L2 writing in EFL contexts, the gap which would highlight the problems of genre and rhetorical patterns for tea...

Dialogic approaches based on active student participation, open, respectful discussion, exploring and critiquing different perspectives are increasingly found to support learning. However, the specific productive forms of teacher-student interaction have rarely been studied systematically. A recent large-scale project explored relationship between dialogic learning outcomes for students aged 10...

In this paper, we explore the idea of weak ties in networked learning. We go back to the original conception of the strength of weak ties (Granovetter 1973) and relate this to a dialogic understanding of networked learning (Koschmann 1999, Dysthe 2002). These theoretical ideas are applied to the examination of two networked settings in which educational leaders exchange ideas and have the poten...

This study has promising implications for speeches as follows: (1) Positive declarative clauses are recommended to convey information and convince the audiences with positive facts. (2) Modal verbal operators with high modal commitment can show the addresser’s firm determination to finish tasks and build up the addresser’s authority. (3) The frequent applications of “we” and “we”-“you”-“we” pat...