In this study, we propose a link between L2 rhetorical concepts and ELF as a way of the analysis of the development of a single concept, of an EFL college student’s rhetorical knowledge. Using Vygotskian sociocultural theory as analytical lenses, we examine whether L2 rhetoric can be mastered and internalized as a culturally neutral concept, i.e., the formulaic knowledge of L2 writing the student has learned from the NEST through instruction; and how the student’s L1 rhetorical concept and ELF performance together mediate his L2 concept development in his academic writing. The data consist of a student’s personal narratives, text-based interviews and academic writings. Rather than the mastery of a single variety of English, he produced texts that reflect the flexibility and variability inherent in written ELF. From ELF perspectives, this study offers an opportunity of establishing a new normal, in which rhetorical conventions of texts should be viewed as constructs that are dynamic, emergent, and therefore negotiable and adaptable.

1.INTRODUCTION
2. CONCEPT DEVELOPMENT AND WRITTEN ACADEMIC ELF
3. THE STUDY
    3.1. The Participant and Research Context
    3.2. Data Sources and Analyses
4. FINDINGS AND INTERPRETATION
    4.1. Jae’s Developing English Rhetorical Concepts
    4.2. Jae’s Challenge to the Gap from Spontaneous to Scientific Concepts
    4.3. Rhetorical Hybridity of Written ELF as a New Normal
5. CONCLUSION
REFERENCES

• Myung-Hye Huh(Professor Emeritus, Department of English Language Education,College of Education, Korea University)
• Inhwan Lee(Professor, Department of Sol Int’l Hotel and Foodservice, Woosong) Corresponding author
• Junghwa Kim(Lecturer, Program in Academic English, School of Humanities, University ofCalifornia, Irvine)