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Constructing coherent and cohesive textual worlds in advanced foreign language learner writing.

机译：在高级外语学习者写作中构建连贯而有凝聚力的文本世界。

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摘要

Although the ability to write effective academic texts in foreign language is considered a hallmark of advancedness (Byrnes 2002, Kern 2000, Kramsch 1997, Schleppegrell 2002, 2004), there exist essentially no foreign language studies that examine advanced learner performance in this environment. Learner written production has been explored in the NS composition, ESL, and EAP/ESP contexts. However, a majority of these studies analyzed writing in terms of decontextualized written language forms. Such investigations do not account for the writers' ability to construct communicatively successful texts because they do not relate linguistic features to the aspects of the social context that give meaning to their use.; This dissertation contributes to the development of an advanced foreign language writer profile by taking a broader view of writing, as an ability to create textual worlds coherent with the context of their production and cohesive in their internal structure. Adopting a systemic-functional and genre theory framework (Halliday 1994, Martin 1984, 1985, 1997, 1998, 2002), which explicitly connects language to the spheres of its use, this project examines coherence and cohesion of learner texts through the constructs of genre, textual stages, and thematic organization.; The study, which analyzes 55 book reviews by students from three advanced levels of a German undergraduate curriculum and 30 texts composed by native speakers, provides a rich description of generic stages in their role of representing the writer's potential to achieve the communicative goals of a book review by strategically planning and gradually developing ideational and interpersonal meanings. Furthermore, it identifies various thematic elements as instruments of coherence and cohesion in their capacity to foreground central aspects of social activity the writer reflects on, highlight a certain relationship with the audience, and create fluidity in texture. Finally, the study reveals developmental trajectories regarding advanced writer ability to use stages and theme as coherence- and cohesion-generating structures.; Findings indicate a necessity to root writing research of advanced language learners in the context of a text- and genre-based curriculum, which would allow investigating the development of literacy as a long-term process of the acquisition of secondary registers. Such investigations could develop a detailed NNS user profile in various genres and offer recommendations for improvements. Regarding pedagogical implications, explicit instruction on generic stages and theme can foster expansion of learner capacity for meaning-making in a foreign language towards mastery of new academic and professional genres.
机译：尽管用外语撰写有效的学术论文的能力被认为是先进性的标志（Byrnes 2002，Kern 2000，Kramsch 1997，Schleppegrell 2002、2004），但基本上没有外国语言研究可以检验这种环境下的高级学习者表现。在NS构成，ESL和EAP / ESP上下文中探索了学习者的书面作品。但是，这些研究中的大多数都是根据去上下文化的书面语言形式来分析写作的。这样的调查并不能说明作者构建交流上成功的文本的能力，因为它们没有将语言特征与赋予其使用意义的社会背景相关联。本论文通过更广泛的写作视角，为建立先进的外语作家形象做出了贡献，因为他能够创造与其作品产生的背景和内部结构紧密相关的文本世界。该项目采用系统功能和体裁理论框架（Halliday 1994，Martin 1984、1985、1997、1998、2002），将语言与使用领域明确联系起来，该项目通过体裁的构造来检验学习者文本的连贯性和衔接性，文本阶段和主题组织。这项研究分析了来自德国本科课程三个高级水平的学生的55篇书评和由母语人士撰写的30篇课文，对通用阶段在代表作者实现书中交流目标的潜力中的作用进行了丰富的描述。通过战略规划进行审查，并逐步发展概念和人际意义。此外，它还将各种主题元素识别为连贯性和凝聚力的工具，以突出作者所反映的社会活动的核心方面，突出与受众的某种关系并创造流畅的纹理。最后，研究揭示了关于高级作家利用阶段和主题作为连贯和凝聚力结构的能力的发展轨迹。研究结果表明，有必要在基于文本和体裁的课程中扎根研究高级语言学习者的知识，这将有助于调查识字能力的发展，并将其作为获取二级名册的长期过程。这样的调查可以开发出各种类型的详细NNS用户资料，并提供改进建议。关于教学的意义，对通用阶段和主题的明确指导可以促进学习者扩展外语含义的能力，以掌握新的学术和专业体裁。

著录项

  • 作者

    Ryshina-Pankova, Marianna V.;

  • 作者单位

    Georgetown University.;

  • 授予单位 Georgetown University.;
  • 学科 Education Language and Literature.; Language Linguistics.; Language Rhetoric and Composition.
  • 学位 Ph.D.
  • 年度 2006
  • 页码 332 p.
  • 总页数 332
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 语言学;语言学;
  • 关键词

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