{"title":"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","authors":"Vera A. Dugartsyrenova","doi":"10.1016/j.esp.2024.02.003","DOIUrl":null,"url":null,"abstract":"<div><p>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' (<em>N</em> = 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' (<em>N</em> = 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.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"75 ","pages":"Pages 1-14"},"PeriodicalIF":3.2000,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Facilitating undergraduate novice L2 writers’ pathways toward criticality enactment in genre-based literature review writing instruction\",\"authors\":\"Vera A. Dugartsyrenova\",\"doi\":\"10.1016/j.esp.2024.02.003\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>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' (<em>N</em> = 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' (<em>N</em> = 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.</p></div>\",\"PeriodicalId\":47809,\"journal\":{\"name\":\"English for Specific Purposes\",\"volume\":\"75 \",\"pages\":\"Pages 1-14\"},\"PeriodicalIF\":3.2000,\"publicationDate\":\"2024-03-12\",\"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/S0889490624000140\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"English for Specific Purposes","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0889490624000140","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}
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.
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.