This qualitative case study explored the nature of teaching for transfer of one EAP writing teacher who taught an undergraduate-level academic writing course in the US. The findings of this study revealed that the teacher believed in the importance of teaching for transfer and addressed various dimensions of transfer, such as (a) transfer between reading and writing, (b) transfer across major writing tasks, and (c) transfer beyond a course. However, in terms of actual instructional practices, the teacher was not yet fully prepared to handle the various dimensions of transfer in an effective way. Implications for EAP writing teachers are discussed.
BorgS (2006) Teacher Cognition and Language Education: Research and Practice. London: Continuum.
2.
FogartyRPerkinsDBarellJ (1992) How to Teach for Transfer. Palatine, IL: Skylight.
3.
GreenJH (2015) Teaching for transfer in EAP: Hugging and bridging revisited. English for Specific Purposes37: 1–12.
4.
HaasCFlowerL (1988) Rhetorical reading strategies and the construction of meaning. College Composition and Communication39(2): 167–183.
5.
HaskellRE (2001) Transfer of Learning: Cognition, Instruction, and Reasoning. San Diego, CA: Academic Press.
6.
HirvelaA (2016) Connecting Reading and Writing in second Language Writing Instruction. 2nd ed.Ann Arbor, MI: University of Michigan Press.
7.
JamesMA (2008) The influence of perceptions of task similarity/difference on learning transfer in second language writing. Written Communication25(1): 76–103.
8.
JamesMA (2010) Transfer climate and EAP education: Students’ perceptions of challenges to learning transfer. English for Specific Purposes19(2): 183–206.
9.
JamesMA (2012) An investigation of motivation to transfer second language learning. The Modern Language Journal96(1): 51–69.
10.
JamesMA (2014) Learning transfer in English-for-academic purposes contexts: A systematic review of the research. Journal of English for Academic Purposes14: 1–13.
11.
JamesMA (2017) A practical tool for evaluating the potential of ESOL textbooks to promote learning transfer. TESOL Journal8: 385–408.
12.
JohnsAM (1993) Reading and writing tasks in English for academic purpose classes: Products, processes, and resources. In: CarsonJGLekiI (eds) Reading in the Composition Classroom: Second Language Perspectives. Boston, MA: Heinle & Heinle, 274–285.
13.
Larsen-FreemanD (2013) Transfer of learning transformed. Language Learning 63(Suppl 1): 107–129.
14.
LekiI (2007) Undergraduate in a Second Language: Challenges and Complexities of Academic Literacy Development. New York: Lawrence Erlbaum/Taylor & Francis Group.
15.
LekiICarsonJ (1997) “Completely different worlds”: EAP and the writing experiences of ESL students in university courses. TESOL Quarterly31(1): 81–101.
16.
MilesAHubermanASaldañaJ (2014) Qualitative Data Analysis: An Expanded Sourcebook. 3rd ed.Thousand Oaks, CA: SAGE.
17.
PerkinsDNSalomonG (1988) Teaching for transfer. Educational Leadership46(1): 22–32.
18.
PerkinsDNSalomonG (1994) Transfer of learning. In: HusenTPostlehwaiteTN (eds) The International Encyclopedia of Education, Vol. 11. Oxford, UK: Pergamon, 6452–6457.
19.
SpiveyNN (1990) Transforming texts constructive process in reading and writing. Written Communication7(2): 256–287.
20.
SpiveyNN (1997) The Constructivist Metaphor: Reading, Writing, and the Making of Meaning. San Diego, CA: Academic Press.
21.
VanDerHeideJNewellGE (2013) Instructional chains as a method for examining the teaching and learning of argumentative writing in classrooms. Written Communication30(3): 300–329.
22.
YinR (2014) Case Study Research: Design and Methods. 5th ed.Los Angeles, CA: SAGE.
