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ed Studies Concerning EAP........... 78-79
    3.4 Related Studies Concerning RAs ...........79-87
        3.4.1 Genre Analysis of RAs ...........80-85
        3.4.2 Functional Approach towards RAs........... 85-87
    3.5 Related Studies Concerning the Development ........... 87-98
    3.6 Review of Methodological Issues........... 98-99
    3.7 Summary........... 99-103
Chapter Four Theoretical Frameworks........... 103-127
    4.1 Introduction........... 103
    4.2 Theoretical Framework of the RA Writing...........103-107
        4.2.1 Product Approach vs. Process Approach........... 104-105
        4.2.2 Genre Approach vs.Inquiry-based...........105-107
    4.3 Writing Theories ...........107-113
    4.4 Activity Theory ...........113-125
    4.5 Summary ...........125-127
Chapter Five Research Design...........127-146
    5.1 Introduction ...........127-128
    5.2 Research Questions ...........128-129
    5.3 Design of the Research ...........129-136
    5.4 Study 1,Study 2 and Study 3...........136-144
5.5 Summary ...........144-146

Conclusion

Since the 1980s，the issue of EFL learners' English RA writing in EFL/ESLlearning contexts has attracted considerable attention of writing researchers andteachers. However, research in EFL/ESL learners' RA writing and classroom teachingpractices of RA writing are far from satisfactory, which cannot represent the flill scaleof the aspects of RA writing. In the research area, Western researchers regarded thedifficulties of EFL learners' RA writing as mechanical study skills, while researchersin China, influenced by Structuralism, Halliday's Systemic Functional Grammar, andSwale's genre analysis of English in academic and research settings，solely focused onthe linguistic features of RAs. Few empirical studies can be found on the process ofChinese EFL learners' learning and development of RA writing. Pedagogically，RAwriting teachers purely gave lectures on the mechanical stuff of academic language,ignoring the core elements of developing EFL learners' competence of RA writing.This pedagogical approach is based on the assumption that language developmentoccurs when learners have a conscious understanding of the elements of language and that learners make these understandings automatic through practice (Krashen, 2011).In fact, learners' language development occurs when they understand messages(Krashen, 1982). Learners grasp academic language only when they understand thefunctions and communicative goals of academic discourse. Therefore, EFL learners'English RA writing still remains an area requiring in-depth studies.
The present research is intended to address some of the major issues regardingthe development Chinese EFL learners' competence of RA writing. This study hasproposed solutions to the theoretical issues, definition issue and methodological issue.With regard to theoretical issues, this study proposes a tentative writing model ofRA writing, drawing on En本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。