A Corpus-based Discourse Information Analysis of Chinese EFL Learners’ Autonomy in Legal Case Brief Writing
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 cas...
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| Veröffentlicht in: | English language teaching (Toronto) 2017-03, Vol.10 (4), p.150 |
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| creator | Chen, Jinshi |
| description | 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. |
| doi_str_mv | 10.5539/elt.v10n4p150 |
| format | Article |
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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. 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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.</description><subject>College Students</subject><subject>Computational Linguistics</subject><subject>Connected Discourse</subject><subject>Discourse Analysis</subject><subject>English (Second Language)</subject><subject>English for Special Purposes</subject><subject>Foreign Countries</subject><subject>Independent Study</subject><subject>Information Sources</subject><subject>Language Styles</subject><subject>Language Usage</subject><subject>Laws</subject><subject>Legal Education (Professions)</subject><subject>Majors (Students)</subject><subject>Second Language Instruction</subject><subject>Second Language Learning</subject><subject>Teaching Methods</subject><subject>Writing (Composition)</subject><subject>Writing Processes</subject><issn>1916-4742</issn><issn>1916-4750</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><sourceid>GA5</sourceid><recordid>eNo9kMFKAzEQhoMoWKtHj0JeYDXZTLLucV1brSx4KXhc0nS2RnaTkmyF3nwNX88nMVLpZWaYb_hhPkKuObuVUpR32I-3n5w52HLJTsiEl1xlUEh2epwhPycXMX4wppRk-YQMFa192O5ittIR1_TRRuN3ISJduM6HQY_WO1o53e-jjdR3tH63DhOfzRvaoA4OQ_z5-qbVbvTOD3tqXdpvdE_rlEgfgsWOvgU7Wre5JGed7iNe_fcpWc5ny_o5a16fFnXVZEYxlgoXHSoFhiOTRmgFgKIQRhkDGsrcaAQDa21yASuzRlmANLJkQoGA7l5Myc0hFoM17TbYQYd9O3vhXBTp7cSzAzfBxxiwO95w1v6pbJPK9qhS_AIIhWid</recordid><startdate>20170323</startdate><enddate>20170323</enddate><creator>Chen, Jinshi</creator><general>Canadian Center of Science and Education</general><scope>AAYXX</scope><scope>CITATION</scope><scope>ERI</scope><scope>GA5</scope></search><sort><creationdate>20170323</creationdate><title>A Corpus-based Discourse Information Analysis of Chinese EFL Learners’ Autonomy in Legal Case Brief Writing</title><author>Chen, Jinshi</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c600-c613fe664c1e05c3a644e373c6cc4a492cae4c4dac234bcde5745c59036434f83</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>College Students</topic><topic>Computational Linguistics</topic><topic>Connected Discourse</topic><topic>Discourse Analysis</topic><topic>English (Second Language)</topic><topic>English for Special Purposes</topic><topic>Foreign Countries</topic><topic>Independent Study</topic><topic>Information Sources</topic><topic>Language Styles</topic><topic>Language Usage</topic><topic>Laws</topic><topic>Legal Education (Professions)</topic><topic>Majors (Students)</topic><topic>Second Language Instruction</topic><topic>Second Language Learning</topic><topic>Teaching Methods</topic><topic>Writing (Composition)</topic><topic>Writing Processes</topic><toplevel>online_resources</toplevel><creatorcontrib>Chen, Jinshi</creatorcontrib><collection>CrossRef</collection><collection>ERIC</collection><collection>ERIC - Full Text Only (Discovery)</collection><jtitle>English language teaching (Toronto)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Chen, Jinshi</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1137650</ericid><atitle>A Corpus-based Discourse Information Analysis of Chinese EFL Learners’ Autonomy in Legal Case Brief Writing</atitle><jtitle>English language teaching (Toronto)</jtitle><date>2017-03-23</date><risdate>2017</risdate><volume>10</volume><issue>4</issue><spage>150</spage><pages>150-</pages><issn>1916-4742</issn><eissn>1916-4750</eissn><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.</abstract><pub>Canadian Center of Science and Education</pub><doi>10.5539/elt.v10n4p150</doi><tpages>15</tpages><oa>free_for_read</oa></addata></record> |
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| subjects | College Students Computational Linguistics Connected Discourse Discourse Analysis English (Second Language) English for Special Purposes Foreign Countries Independent Study Information Sources Language Styles Language Usage Laws Legal Education (Professions) Majors (Students) Second Language Instruction Second Language Learning Teaching Methods Writing (Composition) Writing Processes |
| title | A Corpus-based Discourse Information Analysis of Chinese EFL Learners’ Autonomy in Legal Case Brief Writing |
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