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Teaching academic writing skills using intercultural rhetoric approach: The criticisms and intercultural communication

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dc.contributor.author Wornyo, A.A.
dc.contributor.author Klu, E.K.
dc.date.accessioned 2019-11-28T09:57:14Z
dc.date.available 2019-11-28T09:57:14Z
dc.date.issued 2018
dc.identifier.uri http://ir.uew.edu.gh/xmlui/handle/123456789/347
dc.description Published in Journal of Intercultural Communication en_US
dc.description.abstract This paper seeks to point out that intercultural rhetoric pedagogical recommendations for teaching academic writing skills promote second language socialization and intercultural communication and do not merit the criticisms raised against them. It outlines the pedagogical recommendations of intercultural rhetoric researchers, presents the arguments that have been raised against the recommendations and points out that the recommendations support second language socialization and intercultural communication competence. The paper argues that the use of native speaker norm as the rhetorical style for teaching English as a Second Language learners is in line with pedagogical models advocated by practitioners engaged in teaching English to learners of other languages. The paper concludes that the pedagogical recommendations encourage second language socialization and intercultural communication competence. en_US
dc.language.iso en en_US
dc.publisher Immigrant Institute en_US
dc.subject Intercultural communication en_US
dc.subject Intercultural rhetoric en_US
dc.subject Language en_US
dc.title Teaching academic writing skills using intercultural rhetoric approach: The criticisms and intercultural communication en_US
dc.type Article en_US


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