@booklet {628,
	title = {What Writing Does and How It Does It: An Introduction to Analyzing Texts and Textual Practices},
	year = {2004},
	note = {+},
	month = {2004},
	publisher = {Lawrence Erlbaum Associates},
	address = {Mahway, NJ},
	keywords = {activity, Barton, content analysis, discourse analysis, genres, Huckin, intertextuality, multiple media, process tracing, rhetorical analysis, Selzer, speech acts, Wysocki},
	isbn = {0-8058-3806-6},
	author = {Bazerman, Charles and Prior, Paul}
}
@book {731,
	title = {Discourse and Social Change},
	year = {1992},
	note = {genres "correspond closely to types of social practice" (125)Bakhtinian view of genre (125) 
genre is "a relatively stable set of conventions that is associated with, and partly enacts, a socially ratified type of activity. . . . A genre implies not only a particular text type, but also particular processes of producing, distributing and consuming texts" (126)
},
	month = {1992},
	publisher = {Polity Press},
	organization = {Polity Press},
	address = {Cambridge},
	keywords = {Bakhtin, discourse analysis, Foucault, genre, intertextuality},
	author = {Fairclough, Norman}
}
@article {1739,
	title = {Textual, genre and social features of spoken grammar: A corpus-based approach},
	journal = {Language learning and technology},
	volume = {13},
	year = {2009},
	pages = {40-58},
	publisher = {University of Hawaii National Foreign Language Resource Center},
	address = {Hawaii },
	abstract = {<p>This paper describes a corpus-based approach to teaching and learning spoken grammar for English for Academic Purposes with reference to Bhatia{\textquoteright}s (2002) multi-perspective model for discourse analysis: a textual perspective, a genre perspective and a social perspective. From a textual perspective, corpus-informed instruction helps students identify grammar items through statistical frequencies, collocational patterns, context-sensitive meanings and discoursal uses of words. From a genre perspective, corpus observation provides students with exposure to recurrent lexico-grammatical patterns across different academic text types (genres). From a social perspective, corpus models can be used to raise learners{\textquoteright} awareness of how speakers{\textquoteright} different discourse roles, discourse privileges and power statuses are enacted in their grammar choices. The paper describes corpus-based instructional procedures, gives samples of learners{\textquoteright} linguistic output, and provides comments on the students{\textquoteright} response to this method of instruction. Data resulting from the assessment process and student production suggest that corpus-informed instruction grounded in Bhatia{\textquoteright}s multi-perspective model can constitute a pedagogical approach in order to i) obtain positive student responses from input and authentic samples of grammar use, ii) help students identify and understand the textual, genre and social aspects of grammar in real contexts of use, and therefore iii) help develop students{\textquoteright} ability to use grammar accurately and appropriately.\&nbsp;</p>
},
	keywords = {discourse analysis, English (Second Language), English for academic purposes, Grammar, Language Styles, Second Language Instruction, Teaching Methods},
	isbn = {ISSN-1094-3501},
	url = {http://www.lltjournal.org/item/2653},
	author = {Carmen P{\'e}rez-Llantada}
}
