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Learning Business English in China: The Construction of Professional Identity 1st ed. 2017 [Kietas viršelis]

  • Formatas: Hardback, 277 pages, aukštis x plotis: 210x148 mm, weight: 4854 g, 11 Illustrations, color; 3 Illustrations, black and white; XV, 277 p. 14 illus., 11 illus. in color., 1 Hardback
  • Išleidimo metai: 24-Jul-2017
  • Leidėjas: Springer International Publishing AG
  • ISBN-10: 3319592904
  • ISBN-13: 9783319592909
Kitos knygos pagal šią temą:
Learning Business English in China: The Construction of Professional Identity 1st ed. 2017Didesnis paveikslėlis
  • Formatas: Hardback, 277 pages, aukštis x plotis: 210x148 mm, weight: 4854 g, 11 Illustrations, color; 3 Illustrations, black and white; XV, 277 p. 14 illus., 11 illus. in color., 1 Hardback
  • Išleidimo metai: 24-Jul-2017
  • Leidėjas: Springer International Publishing AG
  • ISBN-10: 3319592904
  • ISBN-13: 9783319592909
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9783319592909.html
Raktažodžiai:
This book analyses the learning experiences of students of Business English at a Chinese university. It addresses several topical issues in English for Specific Purposes (ESP) education and Business English teaching, including how ESP students learn, how they develop multiple identities. In particular, it focuses on their professional identity in the classroom, and how these identities are transferred to the workplace. This allows the author to present a model of learning Business English that corresponds to the lived experiences of students in China, but which can also be applied to other ESP learner contexts. In doing so, he demonstrates how to research the professional identity of ESP learners from multiple perspectives, and contributes to the validity of research on language learning and learner identity. This book will appeal to scholars of English for Specific Purposes, Second Language Acquisition, and TESOL Education.

Recenzijos

Learning Business English in China may be considered as an outstanding book to instructors and researchers of both ESP and Business English, but it can also be suitable for other kinds of readers, especially when having in mind the increasing popularity of Business English programmes around the world. Additionally, from a methodological viewpoint, this book provides excellent materials on how to study the professional identity of ESP and Business English students from multiple perspectives. (Įlvaro Subero-Saenz, ESP Today, Vol. 7 (1), 2019)



Learning Business English in China: The Construction of Professional Identity by Zuocheng Zhang provides a much-needed contribution to teaching and researching L2 writing in Business English, shedding light upon the complexity of acquiring L2 writing skills in business contexts . Instructors, researchers, students and practitioners in Business English and L2 writing may all benefit from the pedagogical and academic implications drawn from the study. (Xingsong Shi and Xia Cheng, Journal of Second language Writing, July, 2018)

Zhangs investigation is impressive in both its scope and detail. this book will greatly appeal not only to teachers and researchers of ESP and business English, but also to those teaching or studying other business languages than English, as well as to scholars of second language acquisition. (Brigitte Planken, English for Specic Purposes, Vol. 50, 2018)

1 Introduction
1(14)
1.1 Background to the Study
1(7)
1.1.1 The Business English Programme
1(1)
1.1.2 Current Issues in Business English Education
2(6)
1.2 Research Questions
8(1)
1.3 Preview of the Book
9(6)
References
11(4)
2 Conceptualising Professional Identity
15(24)
2.1 Learning In and Through Communities of Practice
15(4)
2.1.1 Identifying Communities of Practice
16(1)
2.1.2 Modes of Participation
16(1)
2.1.3 Identification and Negotiability
17(1)
2.1.4 Access and Agency
17(2)
2.2 Professional Socialisation
19(2)
2.3 Discourse, Identity, and Indexicality
21(5)
2.3.1 Identity as Performance
21(1)
2.3.2 Co-construction of Identities
22(1)
2.3.3 Indexicality
23(1)
2.3.4 Genre Knowledge as Indexing Devices
24(2)
2.4 Business Genre Knowledge
26(4)
2.5 Conceptual Framework for Professional Identity
30(9)
References
31(8)
3 Methodology
39(28)
3.1 Research Design
39(1)
3.2 Data Collection
40(14)
3.2.1 Selection of the Cases
40(4)
3.2.2 Data Types
44(10)
3.3 Data Processing Procedures
54(6)
3.3.1 Data Analysis Related to Question 1
54(2)
3.3.2 Data Analysis Related to Question 2
56(1)
3.3.3 Data Analysis Related to Question 3
57(1)
3.3.4 Data Analysis Related to Question 4
58(1)
3.3.5 Cross-Case Analysis
59(1)
3.4 Ethical Considerations
60(7)
References
62(5)
4 Emerging Professional Identity
67(40)
4.1 Nan: I Have Passed the Threshold In the Field of Business
68(5)
4.1.1 Professional Goal
69(1)
4.1.2 Values and Perspective on International Business Professionals
69(1)
4.1.3 Technical Competence
70(1)
4.1.4 Discursive Competence
71(1)
4.1.5 Characteristics of Nan's Emerging Professional Identity
71(2)
4.2 An: It's Not Just What I Want to Do in This Stage You Know!
73(7)
4.2.1 Professional Goal
74(1)
4.2.2 Values and Perspective on International Business Professionals
75(1)
4.2.3 Technical Competence
76(2)
4.2.4 Discursive Competence
78(1)
4.2.5 Characteristics of An's Emerging Professional Identity
79(1)
4.3 Dong: I Don't Like to Be a Business Professional
80(7)
4.3.1 Professional Goal
81(1)
4.3.2 Values and Perspective on International Business Professionals
81(3)
4.3.3 Technical Competence
84(1)
4.3.4 Discursive Competence
85(1)
4.3.5 Characteristics of Dong's Emerging Professional Identity
85(2)
4.4 Mei: To Actualize Achievement on Business Fields
87(4)
4.4.1 Professional Goal
87(1)
4.4.2 Values and Perspective on International Business Professionals
88(1)
4.4.3 Technical Competence
89(1)
4.4.4 Discursive Competence
90(1)
4.4.5 Characteristics of Mei's Emerging Professional Identity
91(1)
4.5 Lan: I'm an "Always Match" Person
91(7)
4.5.1 Professional Goal
92(1)
4.5.2 Values and Perspective on International Business Professionals
93(3)
4.5.3 Technical Competence
96(1)
4.5.4 Discursive Competence
96(1)
4.5.5 Characteristics of Lan's Emerging Professional Identity
97(1)
4.6 Discussion
98(6)
4.7 Conclusion
104(3)
References
104(3)
5 Mode, Access, and Agency in Participatory Learning
107(38)
5.1 Three Interlocking Communities of Practice
107(8)
5.1.1 The Mediating Community of Practice
108(1)
5.1.2 The Transitory Community of Practice
109(2)
5.1.3 The Target Community of Practice
111(3)
5.1.4 Interaction Between the Three Communities of Practice
114(1)
5.2 Patterns of Participation
115(18)
5.2.1 An's Imaginative Engagement to Explore All Possibilities
115(4)
5.2.2 Dong's Critical Engagement and Disillusion
119(5)
5.2.3 Mei's Compliant Engagement to Prepare for the Future Profession
124(4)
5.2.4 Nan's Tactical Engagement for the Career Goal
128(2)
5.2.5 Lan's Peripheral Engagement to Discover Her Niche
130(3)
5.3 Coordination Between Access and Agency
133(3)
5.4 Discussion
136(5)
5.4.1 Translation from Curriculum to Learning Experience
137(2)
5.4.2 Multilayered Mediating Community of Practice
139(2)
5.5 Conclusion
141(4)
References
141(4)
6 Discursive Construction of Professional Identity
145(28)
6.1 Formal Textual Features and Professional Identity
145(6)
6.1.1 Layout and Move Structure
146(1)
6.1.2 Speech Acts
147(1)
6.1.3 Lexicogrammatical Features
148(2)
6.1.4 Discrepancies and Uncertainties
150(1)
6.2 Professional Practices, Intertextuality, and Professional Identity
151(3)
6.3 Rhetorical Approaches and Professional Identity
154(7)
6.3.1 Purpose, Task, and Writer--Audience Relationship in Writing
154(3)
6.3.2 Discrepancies and Uncertainties
157(4)
6.4 Information Selection and Professional Identity
161(4)
6.4.1 Insights into the Relevance of Information for Inclusion
161(2)
6.4.2 Discrepancies and Uncertainties
163(2)
6.5 Discussion
165(3)
6.6 Conclusion
168(5)
References
169(4)
7 Reception of Students' Professional Identity Construction
173(52)
7.1 Overall Recognition of Students' Professional Identity Construction
174(2)
7.2 Concern with Business Genre Knowledge on All Four Dimensions
176(2)
7.3 Significant Diversity Among the Professionals
178(3)
7.4 Intelligibility and Accuracy
181(3)
7.5 Gaps in Business Genre Knowledge
184(31)
7.5.1 Regarding the Formal Dimension
184(13)
7.5.2 Regarding the Process Dimension
197(3)
7.5.3 Regarding the Rhetorical Dimension
200(7)
7.5.4 Regarding the Subject-Matter Dimension
207(8)
7.6 Discussion
215(5)
7.7 Conclusion
220(5)
References
220(5)
8 Towards a Model of Learning Business English and Professional Identity Construction
225(30)
8.1 Professional Identity Construction
225(4)
8.2 Communities of Practice Building
229(6)
8.2.1 Mediating Community of Practice
230(4)
8.2.2 Transitory Community of Practice
234(1)
8.2.3 Target Community of Practice
234(1)
8.3 Business Genre Knowledge and Indexing Competence Development
235(7)
8.3.1 Insights into Business Genre Knowledge
235(3)
8.3.2 Building Indexing Competence
238(1)
8.3.3 Bridging the Gap Between the Classroom and the Profession
239(3)
8.4 Methodological Significance
242(2)
8.5 A Model of Learning Business English and Professional Identity Construction
244(2)
8.6 Issues for Further Study
246(2)
8.7 Concluding Remarks
248(7)
References
249(6)
Appendices 255(16)
Index 271
Zuocheng Zhang is Senior Lecturer in TESOL Education at the University of New England, Australia. His publications include monographs and textbooks on Business English and business discourse.