Neurodevelopment of relational reasoning: Implications for mathematical pedagogy

An Extended View of Hermeneutics: Implications for Language, Discourse and Pedagogy

Hybridity of Scientific Discourses: an Intertextual Perspective and Implications for ESP Pedagogy

In light of a large number of admirable attempts which look at scientific discourse from social, dialogic and interpersonal points of view, the propositions which consider scientific discourse as an interactive endeavor are now well-established. By the force of our social constructivist gyrations, we have developed glimpses of a social, cultural and historical dimension in which the discourse o...

A rational account of pedagogical reasoning: teaching by, and learning from, examples.

Much of learning and reasoning occurs in pedagogical situations--situations in which a person who knows a concept chooses examples for the purpose of helping a learner acquire the concept. We introduce a model of teaching and learning in pedagogical settings that predicts which examples teachers should choose and what learners should infer given a teacher's examples. We present three experiment...

A genre Analysis of the Scholarly Electronic Mail: Implications for ‎Pedagogy

Scholarly mails apparently display stable conventional principles as an emerging genre. Thus, contributors should structure their electronic mails appropriately when writing for purposes of discussing professional topics. However, this requirement plunges many a scholar in dilemma as to how to go about this vital undertaking without written structural norms in electronic mail communication. Thi...

Facing the Challenge of Generic Hybridity in EAP Research and Pedagogy

Since its introduction to EAP theory in the 1980s, the concept of genre has proven to be a rigorous theoretical construct for a deeperunderstanding of the nature of academic discourse. However, the inherent potential of this concept as a means of classifying and categorizing academic texts has also given rise to what we have called “the misconception of homogeneity”. Criticizing this misconcept...