摘要
In this chapter, we describe and analyze the challenges of Englishfor-Research-Publication-Purposes (ERPP) in a research university in Taiwan. Targeting a graduate writing course and ERPP issues faced by department faculties, writing instructors, and graduate students, we conducted focus group interviews with these stakeholders. Furthermore, we employed Activity Theory (AT) to structure the interviews and developed adapted AT models based on the interview data to illustrate the ERPP practices of each group. We identified contradictions in each AT model, including a lack of teaching and learning resources, limited knowledge, great diversity among genres, and unaccommodating and inconsistent administrative or pedagogical support. Thus, we propose an integrated pedagogical approach, incorporating co-teaching, blended pedagogy, and individual corpus to address these contradictions and relevant institutional issues in this context. The proposed approach is specifically derived from and designed for higher education in Taiwan and could shed light on similar Asian EFL contexts. © 2021 Walter de Gruyter GmbH, Berlin/Munich/Boston.
