在基于体裁的文学评论写作教学中促进本科生新手二级写作者的批判性形成途径

IF 3.2 1区 文学 Q1 LINGUISTICS English for Specific Purposes Pub Date : 2024-03-12 DOI:10.1016/j.esp.2024.02.003
Vera A. Dugartsyrenova
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引用次数: 0

摘要

在基于来源的写作中使用批判性方法仍然是许多学习者,尤其是本科生二级写作者面临的主要挑战。然而,针对本科生第二语言写作者的文献综述写作教学中使用明确的教学方法来应对这一挑战的研究仍然有限。为了弥补这一差距,本研究基于对学生(人数=46)在两个文献综述写作任务中的写作表现的测量,调查了在本科生研究计划书写作课程中使用基于单元的明确教学法来促进新手L2学术写作者在资料来源使用方面的批判性的有效性。研究还利用个人书面反思和调查数据,探讨了参与者(55 人)对其体裁学习经历的看法。文本分析表明,这种方法有助于学员获得批判性教学,并成功地将批判性教学排序为话语策略。学习者的自我报告显示,许多人赞赏这种方法提高了他们对体裁特征和批判性实施方法的认识。这些研究结果加强了明确教学法的潜力,以促进学习者在文学评论作业中的来源使用技能,并有助于研究本科生新手第二语言学术写作者如何应对基于体裁的教学。
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Facilitating undergraduate novice L2 writers’ pathways toward criticality enactment in genre-based literature review writing instruction

Using a critical approach in source-based writing remains a primary challenge for many learners, especially undergraduate-level L2 writers. However, studies examining the use of explicit pedagogical approaches to address this challenge in literature review writing instruction to undergraduate L2 writers are still limited. To bridge this gap, based on a measurement of students' (N = 46) writing performance on two literature review writing tasks, this study investigated the effectiveness of using an explicit unit-based approach to promote novice L2 academic writers' criticality in source use in an undergraduate course on research proposal writing. It also explored participants' (N = 55) perceptions of their genre learning experiences using data from individual written reflections and a survey. Textual analysis suggests that the approach facilitated participants' acquisition and successful sequencing of taught criticality enacting discoursal strategies. Learners' self-reports reveal that many appreciated the approach for enhancing their awareness of genre features and of ways to enact criticality. These findings reinforce the potential of explicit pedagogical approaches to promote learners’ source use skills in literature review assignments and contribute to research into how undergraduate novice L2 academic writers respond to genre-based instruction.

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来源期刊
CiteScore
5.70
自引率
8.00%
发文量
41
审稿时长
62 days
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.
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