• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >The construction of writer identity in the academic writing of Korean ESL students: A qualitative study of six Korean students in the U.S.
【24h】

The construction of writer identity in the academic writing of Korean ESL students: A qualitative study of six Korean students in the U.S.

机译：韩国ESL学生学术写作中作者身份的建构：对美国6名韩国学生的定性研究

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This study focused on how six Korean students at a university in the U.S. constructed their academic writer identities ideationally, interpersonally, and textually (Halliday, 1994; Ivanie, 1998). The purposes of this study, grounded in social constructionism and discourse theory, were to (a) understand how Korean students constructed their identities as writers in the English academic discourse community based on previous L1 writing practices and the current L2 writing practices, (b) determine their use of metadiscourse features in framing their authoritative writer identities, and (c) discover how they used Korean discourse and other discourses in their English writing. I conducted a qualitative case study and collected two interviews, three academic papers, process logs, and a map of social influences from each student.;First, based on a thematic analysis, the Korean students exhibited various approaches in constructing their writer identities influenced by their previous Korean writing practices, privileged academic discourse, marginalized ESL social and linguistic identities, program level, resistance, and blogging. Their multiple writer identities were shifted, conflicted, and developed in the social contexts of writing.;Second, the Korean students believed that authoritative academic writers needed to (a) present knowledge with the use of numerous citations and (b) guide readers into their ideas with many transitions in their papers. As a result, they frequently employed textual metadiscourse markers (transitions, code glosses, and evidentials), but used fewer interpersonal metadiscourse markers (writer-oriented markers, hedges, and boosters) (Hyland, 2004a, 2005a), which did not strongly establish their identities as authoritative academic writers.;Finally, features of Korean discourse were examined in their academic papers. The undergraduates were more influenced by Korean discourse at lexical and grammatical levels. In contrast, the graduate students advanced their writer identities by relying on more traditional academic discourse, and process writing discourse.;These findings draw attention to the need for explicit discussion of the dominant discourse in the academy. Focused writing instruction helps students to raise their awareness of the relationship among language, identity, and the epistemology behind the available discourses. Also, it can guide them to use linguistic resources confidently in order for them to construct positive academic writer identities.
机译：这项研究的重点是美国一所大学的六名韩国学生如何在概念，人际关系和文本上构建他们的学术作家身份（Halliday，1994; Ivanie，1998）。这项研究的目的是基于社会建构主义和话语理论，目的是（a）了解韩国学生如何根据以前的L1写作实践和当前的L2写作实践在英语学术演讲社区中构建自己的作家身份，（b）确定他们在构想权威作者身份时使用元话语功能，以及（c）发现他们在英语写作中如何使用韩国语和其他语篇。我进行了定性的案例研究，收集了两次访谈，三篇学术论文，过程日志以及每位学生的社会影响图。首先，在主题分析的基础上，韩国学生展示了各种受其影响的作家身份建构方法。他们以前的韩国写作习惯，特权的学术话语，被边缘化的ESL社会和语言身份，计划水平，反抗力和博客。他们的多重作者身份在写作的社会环境中发生了转变，冲突和发展。第二，韩国学生认为，权威的学术作家需要（a）使用大量引用来介绍知识，并（b）引导读者进入他们的写作环境。他们的论文中有很多转变的想法。结果，他们经常使用文本元话语标记（过渡，代码修饰语和证据），但使用较少的人际元话语标记（面向作者的标记，树篱和助推器）（Hyland，2004a，2005a），但这种说法并没有很强的确立性。最后，在他们的学术论文中考察了韩国话语的特征。在词汇和语法层面上，大学生受韩语的影响更大。相比之下，研究生则依靠更传统的学术话语和过程写作话语来提高他们的作家身份。这些发现促使人们注意对学院中占主导地位的话语进行明确讨论的必要性。集中的写作指导可以帮助学生提高对可用语篇背后的语言，身份和认识论之间关系的认识。而且，它可以引导他们自信地使用语言资源，以便他们建立积极的学术作家身份。

著录项

  • 作者

    Burke, Soyoung Baek.;

  • 作者单位

    Indiana University of Pennsylvania.;

  • 授予单位 Indiana University of Pennsylvania.;
  • 学科 Language Linguistics.;Education English as a Second Language.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 369 p.
  • 总页数 369
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 宗教;
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号