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Introduction1

0.1 Research Background1

0.2 Research Questions2

0.3 Purpose and Significance2

0.4 Methodology3

0.5 Organization of the Book4

Chapter1 Literature Review6

1.1 Definitions of Genre7

1.1.1 Systemic-Functional Perspective7

1.1.2 ESP Perspective7

1.1.3 New Rhetoric Perspective9

1.2 Previous Studies on Job Application Letters9

1.2.1 Related Studies Abroad10

1.2.2 Related Studies in China14

Chapter2 Theoretical Framework16

2.1 Approaches to Genre Analysis16

2.1.1 Systemic-Functional Perspective16

2.1.2 ESP Perspective19

2.1.3 New Rhetoric Perspective23

2.2 A Three-Space Model of This Study25

Chapter3 A Three-Space Analysis of English Job Application Letters30

3.1 Social Space—Contextual Analyses30

3.1.1 Context of Culture30

3.1.2 Context of Situation31

3.2 Social-Cognitive Space—Generic Structures Analyses32

3.2.1 Generic Structures of English Job Application Letters by Native Writers32

3.2.2 Generic Structures of English Job Application Letters by Chinese Writers38

3.3 Textual Space—Linguistic Analyses41

3.3.1 Linguistic Analyses of English Job Application Letters by Native Writers42

3.3.2 Linguistic Analyses of English Job Application Letters by Chinese Writers47

Chapter4 A Contrastive Analysis of the Two Corpora51

4.1 Generic Structures and Linguistic Features of the Two Corpora51

4.1.1 Similarities and Differences of Generic Structures of the Two Corpora51

4.1.2 Similarities and Differences of Linguistic Features of the Two Corpora53

4.2 Underlying Causes of the Differences of the Two Corpora56

4.2.1 Linguistic Factor—Native Language VS.Foreign Language57

4.2.2 Social Factor—Low-Power Distance VS.High-Power Distance57

4.2.3 Cultural Factor—Low-Context Culture VS.High-Context Culture58

Chapter5 Pedagogical Implications：from Theory to Practice60

5.1 The Teaching Process60

5.1.1 Building the Context60

5.1.2 Modeling and Deconstructing this Genre62

5.1.3 Joint Construction of the Genre64

5.1.4 Independent Construction of the Genre66

5.1.5 Peer Assessment75

5.1.6 Teacher Assessment78

5.2 Instruction of Cultural Knowledge79

5.2.1 Necessity and Significance79

5.2.2 Definitions of Language and Culture80

5.2.3 Mutual Impact of Language and Culture81

5.2.4 Suggested Instruction Strategies82

5.3 The Role of Teachers84

5.3.1 Teachers as Language Learners84

5.3.2 Teachers as Researchers84

5.3.3 Teachers as Coaches85

5.3.4 Teachers as Coordinators85

Conclusion86

Abbreviations89

Appendices90

Appendix 1：Corpus A＆Corpus B90

Appendix 2：WordSmith Tools Corpus A＆Corpus B153

Appendix 3：Titles of Common Positions155

Appendix 4：Names of Common Enterprises165

Bibliography172

Postscript181