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A Social-cognitive Framework

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Understanding Chinese Multilingual Scholars’ Experiences of Writing and Publishing in English

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Abstract

This chapter establishes a social-cognitive theoretical framework by drawing on theories of intercultural rhetoric, cognitive process, genre analysis, and social constructivism relevant to ERPP studies. Considering the intercultural and developmental nature of multilingual scholars, the social-cognitive framework of writing for international publishing in English proposed here situates them in three associated but different communities: international, national, and disciplinary. The process of writing for international publishing is considered as a spiral, nonlinear process, which is one of the indispensable stages of research practice. Any problems in the process of writing for publication need to be accounted for within the research process. Metacognitive, cognitive, social, affective, and discursive processes are used to frame the strategies that previous studies identified from their investigations, and act as the guiding tools for analyzing the strategies the multilingual Chinese scholars use in the present investigation.

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  1. College of Foreign Languages, Shanghai Maritime University, Shanghai, China

    Congjun Mu

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Mu, C. (2020). A Social-cognitive Framework. In: Understanding Chinese Multilingual Scholars’ Experiences of Writing and Publishing in English. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-33938-8_2

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  • DOI: https://doi.org/10.1007/978-3-030-33938-8_2

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