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1、NAOKOMORITAANDMASAKIKOBAYASHIACADEMICDISCOURSESOCIALIZATIONINASECONDLANGUAGEINTRODUCTIONThischapteraddressesanemergingareaofresearchinappliedlinguis-ticsthatconcernstheacademicdiscoursesocializationofuniversitystudentsinmainstreamcontentareasordisciplines.Muchoftheearlierworkondisciplinarysocializat
2、ionsurroundeddiscussionsaboutwhatacademicdiscourseisandhowstudentsshouldbetaughtacademicdiscourseorliteracy(e.g.,Bartholomoe,1986;Elbow,1991).Thisbodyofworktendedtofocusonstudentslearningacademiclit-eracy—particularlycompositionskills—intheirfirstlanguage(L1),mostoftenEnglish.However,asthestudentpopu
3、lationofpostsecond-aryinstitutionsinNorthAmericaandotherpartsoftheworldgrowsincreasinglymulticulturalandmultilingual,recentworkhasstartedtodealwith“nontraditional”studentswhoneedtoacquireacademiclit-eraciesintheirsecondlanguage(L2).Thefocusofthisreviewthere-foreisrecentliteratureonL2academicdiscours
4、esocialization.WhilemuchworkhasbeendoneregardinghowtoprepareL2studentsacadem-icallyinEnglishasasecondlanguage(ESL)orEnglishforacademicpurposes(EAP)programsandcourses,thischaptermainlyreviewsarelativelynewareaofresearchonstudents’actualdisciplinarysocializa-tioninundergraduateorgraduatelevelcourses.M
5、AJORCONTRIBUTIONSAppliedlinguistshavetakenvarioustheoreticalandmethodologicalapproachestostudyingL2disciplinarysocialization.Inthischapter,weidentifyandreviewthreemajororientations.First,manystudies,particularlyintheareaofEAP,haveattemptedtorevealtheacademicandlinguisticknowledgeandskillsthatstudent
6、sneedtomastertomeettheiracademicdemands.Twocommontypesofresearchtakingthisorientationareneeds-analysissurveyresearchandgenre-basedresearch(e.g.,Swales,1990).Forexample,throughaseriesoflarge-scalesur-veysconductedatUStertiaryinstitutions,FerrisandTagg(e.g.,1996)exploredcontent-areainstructors’require
7、mentsaswellasESLstudents’expectationsregardinglisteningandspeakingskills.IntheirpioneerworkongenreanalysisinEAP,SwalesandFeak(1994)identifiedP.A.DuffandN.H.Hornberger(eds),EncyclopediaofLanguageandEduc
