{"title":"Developing genre awareness in collaborative academic reading: A case study of novice academic learners","authors":"Yongchao Deng , Jun Lei , Tan Jin , Jing Chen","doi":"10.1016/j.esp.2023.11.001","DOIUrl":null,"url":null,"abstract":"<div><p><em>Genre awareness</em>, the conscious knowledge of how genre features function in reading and writing (Tardy et al., 2020), plays a facilitating role in reading academic texts. However, there is limited empirical research focusing on novice academic learners' genre awareness acquisition and development in collaborative reading contexts, despite the great benefits associated with such collaborative designs (Johns, 2008; Ye, 2020). Therefore, the current study, employing a qualitative case study approach, investigated how Chinese first-year university students acquired and developed genre awareness in collaborative academic reading. Data from multiple sources were collected, including classroom recordings, students’ written products, and semi-structured interviews, from two focal groups in a university English for Academic Purposes (EAP) reading course with a pedagogical design aimed at collaborative reading of research reports. Drawing on relevant genre and metacognition theories, data analyses revealed that these two groups of Chinese freshmen developed awareness of <em>text structure</em>, <em>academic language</em>, and <em>academic norms</em>, and that the development of the three types of metacognitive genre awareness followed different trajectories over a semester of collaborative academic reading. These findings contribute to our understanding of how novice academic learners become aware of an academic genre and learn it through a collaborative approach.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"74 ","pages":"Pages 9-22"},"PeriodicalIF":3.2000,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"English for Specific Purposes","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0889490623000789","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}
引用次数: 0
Abstract
Genre awareness, the conscious knowledge of how genre features function in reading and writing (Tardy et al., 2020), plays a facilitating role in reading academic texts. However, there is limited empirical research focusing on novice academic learners' genre awareness acquisition and development in collaborative reading contexts, despite the great benefits associated with such collaborative designs (Johns, 2008; Ye, 2020). Therefore, the current study, employing a qualitative case study approach, investigated how Chinese first-year university students acquired and developed genre awareness in collaborative academic reading. Data from multiple sources were collected, including classroom recordings, students’ written products, and semi-structured interviews, from two focal groups in a university English for Academic Purposes (EAP) reading course with a pedagogical design aimed at collaborative reading of research reports. Drawing on relevant genre and metacognition theories, data analyses revealed that these two groups of Chinese freshmen developed awareness of text structure, academic language, and academic norms, and that the development of the three types of metacognitive genre awareness followed different trajectories over a semester of collaborative academic reading. These findings contribute to our understanding of how novice academic learners become aware of an academic genre and learn it through a collaborative approach.
体裁意识,即有意识地了解体裁特征在阅读和写作中的作用(Tardy et al., 2020),在阅读学术文本时起着促进作用。然而,尽管这种协作式阅读设计带来了巨大的好处,但针对新手学术学习者在协作式阅读情境下体体感的习得和发展的实证研究有限(Johns, 2008;你们,2020)。因此,本研究采用定性案例研究的方法,调查了中国大学一年级学生在协作学术阅读中如何习得和发展体裁意识。从多个来源收集数据,包括课堂录音、学生的书面产品和半结构化访谈,来自大学学术英语(EAP)阅读课程的两个焦点小组,该课程的教学设计旨在协作阅读研究报告。根据相关体裁和元认知理论,数据分析表明,在一个学期的协同学术阅读过程中,两组新生对文本结构意识、学术语言意识和学术规范意识的发展呈现出不同的轨迹。这些发现有助于我们理解学术初学者如何意识到一种学术类型,并通过合作的方式学习它。
期刊介绍:
English For Specific Purposes is an international peer-reviewed journal that welcomes submissions from across the world. Authors are encouraged to submit articles and research/discussion notes on topics relevant to the teaching and learning of discourse for specific communities: academic, occupational, or otherwise specialized. Topics such as the following may be treated from the perspective of English for specific purposes: second language acquisition in specialized contexts, needs assessment, curriculum development and evaluation, materials preparation, discourse analysis, descriptions of specialized varieties of English.