Name: Rethinking ESP Teaching in Higher Education: New Horizons Through Cognitive Discourse Functions (en Inglés)
SKU: 66919277
Price: 46.62 USD
Availability: InStock
Author: Nashaat-Sobhy, Nashwa; Carrió-Pastor, Maria Luisa

portada Rethinking ESP Teaching in Higher Education: New Horizons Through Cognitive Discourse Functions (en Inglés)

Rethinking ESP Teaching in Higher Education: New Horizons Through Cognitive Discourse Functions (en Inglés)

Formato

Libro Físico

Editorial

Palgrave MacMillan

Autor

Nashaat-Sobhy, Nashwa; Carrió-Pastor, Maria Luisa

Idioma

Inglés

N° páginas

163

Encuadernación

Tapa Dura

ISBN13

9783032176134

Rethinking ESP Teaching in Higher Education: New Horizons Through Cognitive Discourse Functions (en Inglés)

Nashaat-Sobhy, Nashwa; Carrió-Pastor, Maria Luisa (Autor) · Palgrave MacMillan · Tapa Dura

Libro Nuevo Importado

Envío: 20 a 27 días háb.

$ 93.24$ 46.62

-50%

Costos de importación incluídos en el precio ✅

Libro Nuevo

Quedan más de 100 unidades

$ 46.62

Llega entre el 24 Sep y el 07 Oct a Quito, Pichincha. Seleccionar ubicación

Agregar a lista de deseos

Reseña del libro "Rethinking ESP Teaching in Higher Education: New Horizons Through Cognitive Discourse Functions (en Inglés)"

This book proposes a shift in early higher education instruction, examining why novice ESP students in EFL contexts benefit from focused attention to recurrent academic language functions, rather than being expected to grasp complex, discipline-specific genres from the outset. Motivated by challenges such as the Bologna reform, the spread of English-Medium Instruction (EMI), and increasingly diverse student profiles, the authors draw on Cognitive Discourse Functions (CDFs), taking the position that attention to these cognitive operations and their linguistic realisations can help make academic expectations more accessible to learners who are still developing both disciplinary knowledge and academic language, while scaffolding rhetorical flexibility and genre awareness. The book provides an empirical exploration of the emergence and realisation of CDFs in undergraduate writing across a range of disciplines. It will be of particular interest to researchers in applied linguistics and language education, especially those working in ESP and EMI contexts.