熊淑慧编著的这本《英语学术写作能力研究》试图从社会文化理论角度，在活动理论框架下，通过定性研究为主，定量实验为辅的长期课堂观察的研究方法，探究课堂环境下中国外语学习者的学术论文写作的发展过程及影响发展的内在及外在因素。

对于中国大学英语学习者来说，提高英语学术写作能力是非常重要的。熊淑慧编著的这本《英语学术写作能力研究》从语篇知识、学术语言和科学思维三个方面重新定义“英语学术写作能力”，探究了中国英语学习者的英语学术写作的发展及迁移过程，并构建英语学术写作过程模型。《英语学术写作能力研究》可供高校语言文学类专业研究者及广大英语教师参考。

序

前言

List of Tables

List of Figures

List of Abbreviations

Chapter One Introduction

1.1 Research Orientation

1.2 Objectives of the Study

1.3 Academic Language vs. Development of Academic Language of the Learner

1.4 Terminological Problems

1.5 RA Writing Competence: the Research Target

1.6 Significance of the Study

1.7 Organization of the Book

Chapter Two Research Article Writing Competence

2.1 Introduction

2.2 Definition of Research Article Writing

2.3 The Relationship between Scientific Thinking and Academic Language

2.4 Discourse Structure of an RA

2.5 Academic Language

2.6 Scientific Thinking and Reasoning

2.7 Summary

Chapter Three Review of the Related Studies on RA Writing

3.1 Introduction

3.2 Related Studies Concerning Academic Language

3.3 Related Studies Concerning EAP

3.4 Related Studies Concerning RAs

3.5 Related Studies Concerning the Development of ESL/EFL Learners' RA Writing Competence

3.6 Review of Methodological Issues

3.7 Summary

Chapter Four Theoretical Frameworks

4.1 Introduction

4.2 Theoretical Framework of the RA Writing Teaching Design

4.3 Writing Theories

4.4 Activity Theory

4.5 Summary

Chapter Five Research Design

5.1 Introduction

5.2 Research Questions

5.3 Design of the Research

5.4 Study 1, Study 2 and Study 3

5.5 Summary

Chapter Six Justification of Research Methodology and Description of the Classroom Instruction

6.1 Introduction

6.2 Brief Review of the Research Design

6.3 Laboratory Studies vs. Natural Approaches in Classroom Studies

6.4 Description of the Classroom Instruction Observed in the Present Study

6.5 Summary

Chapter Seven Results

7.1 Introduction

7.2 Analysis of Discourse Structures of Class A's RAs in Study 1

7.3 Analysis of Scientific Thinking and Reasoning in Class A's RAs in Study 1

7.4 Analysis of Class A's Academic Language in Study 1

7.5 Analysis of Class A's Reflections in Study 1

7.6 Analysis of the Transcriptions of the Video Recordings of Group Discussions in Study 2

7.7 Analysis of Class B's RAs in Study 3

7.8 Summary

Chapter Eight Discussion

8.1 Introduction

8.2 Major Findings

8.3 The Roles of Three Mediating Tools

8.4 A Tentative Model of RA Writing Competence Development

8.5 Summary

Chapter Nine Conclusions

9.1 Introduction

9.2 Conclusion

9.3 Implications

9.4 Limitations

9.5 Suggestions for Future Research

References

Appendix A The First Draft of Project 1's Working Plan & Questionnaire Written by $22 in Study 1

Appendix B Project 4's Working Plan & Questionnaire Written by Group 6 Which $22 Joined in Study 1

Appendix C Two Drafts of Outlines of the Report for Project 3 Written by Group 6 in Study 1 with Teacher's Feedback

Appendix D Final Draft of Project 4's Report Written by Group 1 in Study 1

Appendix E Project Report Written by Group 7 in Study 3

Appendix F Transcription of the Video Recording of Group l's Discussion on Working Plan

Appendix G Transcription of the Video Recording of Group l's Discussion on Designing the Questionnaire

Appendix H Transcription of the Video Recording of Group l's Discussion on Data Analysis

Appendix I $26's Reflection on Project 3 in Study I

Appendix J $18's Reflection on Project 4 in Study 1