"discourse practice" is a correct and usable phrase in written English.
It refers to the ways in which language is used in speech or writing to convey meaning and establish relationships between speakers or writers. This phrase is commonly used in academic and linguistic contexts. Example: "The politician's discourse practice was praised for its persuasive and inclusive nature, as it effectively appealed to a diverse audience."
'Effective' means that what the system aims at is to help students define and attain communicative goals consonant with proven business discourse practice in the target culture.
We view mathematical communication as a multimodal discourse practice (e.g., Edwards, 2009; Hall, Ma, & Nemirovsky, 2015; Radford, Edwards, & Arzarello, 2009; Roth, 1994; Stevens, 2012), rather than a formal, written, propositional form.
Analysis undertaken at the level of discourse practice is concerned with the production, distribution and consumption of the text [ 23].
In this study these aspects of the discourse were examined using a three step approach; the socio-cultural level; the discourse practice level and the textual level [ 14].
In this study the nature of the discourse practice relied on the interaction between the various socio-cultural practices present and in which the discourse was situated.
The first term, occupation, refers to institutional, normative, and discourse practices associated with individual identities.
Our analysis identified six broad categories of discourse practices constructed by the members of the classroom across the academic activities.
Our study investigates evolutionary discourse practices associated with the notion that "pressures" are evolutionary "forces" that "cause" evolutionary change.
Neo-Daoist discourse practices were vehicles for the conceptually alien Buddhist ideas and Daoism probably influenced the emergence of distinctively Chinese forms of Buddhism, particularly Chan (Zen).
Discourse practices of science, such as argumentation, modeling, and critiquing, are central in version 2, while these practices are missing in version 1 (Duschl and Grandy 2013).
Pitombo et al. (2008), for example, recently examined scientific discourse practices within genetics, specifically examining the utilization of gene concepts and ideas of gene function in biology textbooks.
