Abstract
Helping novice writers engage with disciplinary discourses is a key task for EAP practitioners. Recently, genre approaches to EAP writing instruction have been challenged by proponents of a new paradigm for EAP—English as a Lingua Franca (Academic)—ELFA. ELFA supporters claim that genre-based EAP programmes unfairly impose native models on non-native speakers of English, and characterize a genre-based EAP paradigm as conforming to rather than challenging the status quo. Drawing on recent research literature and an empirical study of published academic writing, this chapter concludes that an ELFA paradigm which draws on notions of nativeness is open to serious challenge. By contrast, a Genre informed paradigm premised on an apprentice vs. expert dichotomy offers a more useful basis for EAP writing instruction.
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Notes
- 1.
See http://lexically.net/downloads/version7/HTML/text_converter_converting_bnc.html for the methodology for extracting these files (based on Lee’s (2001) genre categories).
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Tribble, C. (2019). Expert, Native or Lingua Franca? Paradigm Choices in Novice Academic Writer Support. In: Habibie, P., Hyland, K. (eds) Novice Writers and Scholarly Publication. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-95333-5_4
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