A Corpus-Based Discourse Information Analysis of Chinese EFL Learners' Autonomy in Legal Case Brief Writing

Autor/in	Chen, Jinshi
Titel	A Corpus-Based Discourse Information Analysis of Chinese EFL Learners' Autonomy in Legal Case Brief Writing
Quelle	In: English Language Teaching, 10 (2017) 4, S.150-164 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Computational Linguistics; Second Language Learning; English (Second Language); Writing (Composition); Second Language Instruction; Writing Processes; Language Styles; Laws; Legal Education (Professions); Majors (Students); Independent Study; English for Special Purposes; Connected Discourse; Discourse Analysis; Language Usage; College Students; Teaching Methods; Information Sources; Foreign Countries; China + Suchen Sie Ihr Suchwort? Linguistics; Computerlinguistik; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibübung; Fremdsprachenunterricht; Sprachstil; Law; Recht; Juristischer Beruf; Selbststudium; Diskursanalyse; Sprachgebrauch; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Information source; Informationsquelle; Ausland
Abstract	Legal case brief writing is pedagogically important yet insufficiently discussed for Chinese EFL learners majoring in law. Based on process genre approach and discourse information theory (DIT), the present study designs a corpus-based analytical model for Chinese EFL learners' autonomy in legal case brief writing and explores the process of case brief formation. The results show that in the stages of writing and self-assessment, learners can make full use of the corpus to obtain information, complete macro-information and micro-information output, and self-assess the specific legal register. The findings indicate that the realization of global coherence and local coherence in case briefs depends on discourse information output with appropriate language use. It is hoped that the study will help Chinese EFL learners build information awareness in legal writing and promote their language output and autonomous learning. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01