Bernard A Mohan
Biographic Data
| ID | 1454221 |
|---|---|
| NAME | Bernard A Mohan |
| GIVEN NAMES | Bernard A |
| FAMILY NAME | Mohan |
| SIGNATURE | MOHAN B A |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1973 |
| LATEST PUBLICATION YEAR | 1989 |
| H-INDEX | 2 |
Knowledge structures and academic discourse
(1989). Knowledge structures and academic discourse. WORD: Vol. 40, Systems, Structures, and Discourse: Selected Papers from the Fifteenth International Systemic Congress, pp. 99-115
Language and Content
"Comments on Bernard A. Mohan and Winnie Au-Yeung Lo's "Academic Writing and Chinese Students: "Transfer and Developmental Factors". Response to Ricento: On Hypotheses in Cross-Cultural Rhetoric Resea…
"Comments on Bernard A. Mohan and Winnie Au-Yeung Lo's "Academic Writing and Chinese Students: "Transfer and Developmental Factors". Response to Gregg: On Evidence for Cross-Cultural Rhetoric
Bernard A. Mohan, Comments on Bernard A. Mohan and Winnie Au-Yeung Lo's "Academic Writing and Chinese Students: Transfer and Developmental Factors". Response to Gregg: On Evidence for Cross-Cultural Rhetoric, TESOL Quarterly, Vol. 20, No. 2 (Jun., 1986), pp. 358-361
Academic Writing and Chinese Students: Transfer and Developmental Factors
Organizational problems in academic writing by second language learners are often attributed to interference, or negative transfer, from the first language, but recent research suggests that developmental factors may be relevant. In the case of Chinese, an examination of classical texts and modern works on Chinese composition found no support for claims that the organizational pattern of Chinese writing differs markedly from that of English. Henc…
Relating Language Teaching and Content Teaching
material. A rough sketch of discourse classes from more specific to more general (i.e. in the direction of greater generalization) is given in Table 1. Table 1: Discourse categories CL and assumption 2(c) In this case a language class is taught with the intention of aiding the L2 students' achievement in content classes, i.e., LT -CL. This discussion should go beyond the case where a general basic ESL course teaches a student some English with th…
Do Sequencing Rules Exist
Comprehension Testing as Semantics Plus Induction
Academic Writing and Chinese Students: Transfer and Developmental Factors
Organizational problems in academic writing by second language learners are often attributed to interference, or negative transfer, from the first language, but recent research suggests that developmental factors may be relevant. In the case of Chinese, an examination of classical texts and modern works on Chinese composition found no support for claims that the organizational pattern of Chinese writing differs markedly from that of English. Henc…
Do Sequencing Rules Exist
Relating Language Teaching and Content Teaching
material. A rough sketch of discourse classes from more specific to more general (i.e. in the direction of greater generalization) is given in Table 1. Table 1: Discourse categories CL and assumption 2(c) In this case a language class is taught with the intention of aiding the L2 students' achievement in content classes, i.e., LT -CL. This discussion should go beyond the case where a general basic ESL course teaches a student some English with th…
Comprehension Testing as Semantics Plus Induction
Do Sequencing Rules Exist
Relating Language Teaching and Content Teaching
material. A rough sketch of discourse classes from more specific to more general (i.e. in the direction of greater generalization) is given in Table 1. Table 1: Discourse categories CL and assumption 2(c) In this case a language class is taught with the intention of aiding the L2 students' achievement in content classes, i.e., LT -CL. This discussion should go beyond the case where a general basic ESL course teaches a student some English with th…
Academic Writing and Chinese Students: Transfer and Developmental Factors
Organizational problems in academic writing by second language learners are often attributed to interference, or negative transfer, from the first language, but recent research suggests that developmental factors may be relevant. In the case of Chinese, an examination of classical texts and modern works on Chinese composition found no support for claims that the organizational pattern of Chinese writing differs markedly from that of English. Henc…
"Comments on Bernard A. Mohan and Winnie Au-Yeung Lo's "Academic Writing and Chinese Students: "Transfer and Developmental Factors". Response to Ricento: On Hypotheses in Cross-Cultural Rhetoric Resea…
"Comments on Bernard A. Mohan and Winnie Au-Yeung Lo's "Academic Writing and Chinese Students: "Transfer and Developmental Factors". Response to Gregg: On Evidence for Cross-Cultural Rhetoric
Bernard A. Mohan, Comments on Bernard A. Mohan and Winnie Au-Yeung Lo's "Academic Writing and Chinese Students: Transfer and Developmental Factors". Response to Gregg: On Evidence for Cross-Cultural Rhetoric, TESOL Quarterly, Vol. 20, No. 2 (Jun., 1986), pp. 358-361
Language and Content
Knowledge structures and academic discourse
(1989). Knowledge structures and academic discourse. WORD: Vol. 40, Systems, Structures, and Discourse: Selected Papers from the Fifteenth International Systemic Congress, pp. 99-115
Linguistics (7 works) · Philosophy (7 works) · Sociology (5 works) · EFL/ESL Teaching and Learning (4 works) · Psychology (4 works) · Discourse Analysis in Language Studies (3 works) · Computer Science (2 works) · Content (measure theory) (2 works) · Mathematics (2 works) · Mathematics education (2 works)