Understanding sociocognitive space of written discourse: Implications for teaching business writing to Chinese students

Confronted with various issues in teaching business writing to Chinese students in New Zealand, this paper sees the need for bridging the gap between genre-based research and teaching in an intercultural context. Specifically, it develops an intercultural reflective model in the light of Bhatia's sociocognitive genre study as well as cross-cultural persuasion. As an important part of the model, New Zealand and Chinese experts' intracultural and intercultural reflections on business writing are solicited and compared and the theoretical implications for teaching and learning business writing are discussed. It has been found, through a case study of analysing English and Chinese business faxes, this model can offer an in-depth understanding about discursive competence across cultures, and provide a link between genre-based theory, teaching practice and professional expertise.

Economics and psychology in the twenty-first century

This paper begins by exploring four different possible forms of relationship between economics and psychology, which have different connotations in terms of the relative status of the two disciplines. It then focuses on the future for one of these, psychological economics. After setting out the hardcore axioms and positive and negative heuristics of a research programme in psychological economics, it explores institutional and psychological barriers to the success of such a research programme in the context of both research and teaching.

Using distributions as statistical evidence in well-structured and ill-structured problems

Research has suggested that understanding in well-structured settings often does not transfer to the everyday, less-structured problems encountered outside of school. Little is known, beyond anecdotal evidence, about how teachers' consideration of distributions as evidence in well-structured settings compares with their use in ill-structured problem contexts. A qualitative study of preservice secondary teachers examined their use of distributions as evidence in four tasks of varying complexity and ill-structuredness. Results suggest that teachers' incorporation of distributions in well-structured settings does not imply that they will be incorporated in less structured problems (and vice-versa). Implications for research and teaching are discussed.