Gabriella Jenei: Referential Cohesion in Academic Writing • A descriptive and exploratory theory- and corpus-based study of the text-organizing role of reference in written academic discourse
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2. A GENRE-ORIENTED APPROACH TO ANALYSING COHESION IN WRITTEN ACADEMIC DISCOURSE
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2.4. Genre: theory and practice
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2.4.3. Genre in the classroom: teaching English for academic purposes

2.4.3. Genre in the classroom: teaching English for academic purposes

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Since Swales raised his voice for more attention on teaching research English to non-native speakers in an article in 1987, there has been increasing interest and an abundance of research in this field, which continues even to this day (e.g., Csizér & Tankó, 2017; Flowerdew & Habibie, 2021; Tankó, 2021; Wallwork, 2023). At the time of writing this article (Swales, 1987), few instructors had “any direct training in teaching the research paper” (42), but in the past few years, genre-based approaches have become prominent in the teaching of academic writing (Dudley-Evans, 2002). While early practice in teaching EAP was dominated by a formal view, focusing on generic skills, and providing “survival training” (Hyland, 2000, 4) in universities for second language students, at the end of the twentieth century, a more socially oriented conception of academic writing started to replace former views.

2.4.3.1. New Rhetoric and the Sydney School

2.4.3.2. Product and process approaches to teaching writing

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