• Zhang Hongqin

  Author

The paper attempts to employ intertextuality as an approach to cultivate the
EFL learners’ literacy in academic English writing under the simulated English
contexts in China. In the paper five intertextual links are found concerning text-internal
and -external resources: defining rhetorical modes, signaling top-down pattern, and
signalizing rhetorical moves of ESAP discourses, facilitating textual cohesion and
exhibiting rhetorical forms genres. The dynamic intertextualization of these links
facilitates learners in their improved competence through deconstructing and
restructuring of academic knowledge in actual discursive professional practices of
academia. Intertextuality prompts EFL learners as well to raise critical readers’
awareness of academic literacy features, to acquire the ability of idiomatic English and
critical thinking as critical readers and independent student-writers. The paper extends
related previous studies in two ways: grammatical structure as a basic unit of
intertextuality, intertextuality as an endogenous links in the minds of student readers.

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