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A social history of second language writing: First generation L2 composition scholars in the Process Era.

机译：第二语言写作的社会历史：过程时代的第一代L2写作学者。

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摘要

This is a qualitative study of the social history of the field of second language writing (SLW) during the Process Era (1976 to present) when the number of English language learners at North American colleges and universities grew rapidly and dramatically. The premise of this study is that scholars are important subjects of investigation. Their influences, experiences, social interactions, and the underlying sociopolitical landscape shaped the way in which ideas about L2 writing were constructed.;This study shows that the scholarly activities of the pioneers of the field of SLW were influenced by two disciplines---applied linguistics and composition studies. By tracing the simultaneous, parallel and sometimes converging development of the fields of applied linguistics and composition studies, the study shows the evolution of the philosophies and characteristics of each field. Applied linguistics evolved from a practice-driven, pragmatic approach to language instruction while composition studies grew out of sociopolitical forces and a driving need for change.;Scholars were geographically dispersed according to disciplinary predilections. East Coast scholars were influenced by the composition studies tradition in their approach to research and classroom instruction. They favored process writing instruction, cognitive research, and with the advent of social constructionism, an understanding the needs of the L2 writer based on the broader context of institutional writing. They viewed the writer as cognitively adept and also actively engaged in her own learning.;West Coast scholars favored an applied linguistics approach to research and writing instruction. They were proponents of contrastive rhetoric and genre. Rhetorical organization and text development needed to satisfy the needs of the reader, and, under the philosophy of social constructionism, the discourse community. The L2 writer was subordinate to text and discourse community.;Scholars from the West coast, East coast, and the Midwest were involved in growing the field by (co)editing journals with an interest in L2 writing. The journals examined include Teaching English Composition to Foreign or Resident Students, Annual Review of Applied Linguistics, College ESL, and Journal of Second Language Writing. The sociopolitical context and the influence of the parent disciplines are two themes that run throughout this study.
机译：这是对“过程时代”（1976年至今）期间第二语言写作（SLW）社会历史的定性研究，当时北美高等学校的英语学习者人数迅速而剧增。这项研究的前提是学者是重要的调查对象。他们的影响力，经历，社会互动以及潜在的社会政治景观塑造了有关L2写作观念的建构方式。;研究表明，SLW领域的先驱者的学术活动受到两个学科的影响-语言学和作文研究。通过追踪应用语言学和作文研究领域的同时，平行，有时是融合的发展，该研究表明了每个领域的哲学和特征的演变。应用语言学从实践驱动的，务实的方法发展为语言教学，而作词研究则源于社会政治力量和对变革的推动需求。；根据学科的偏向，学者分布在各地。东海岸的学者在作文和课堂教学中受到作文研究传统的影响。他们偏爱过程写作指导，认知研究，并且随着社会建构主义的出现，在更广泛的制度写作背景下理解二语作家的需求。他们将作者视为具有认知能力的专家，并积极从事自己的学习。西海岸的学者赞成采用应用语言学方法进行研究和写作。他们是对比性修辞和体裁的拥护者。修辞组织和文本发展需要满足读者的需求，在社会建构主义的哲学下，需要话语界。 L2作家隶属于文本和话语社区。来自西海岸，东海岸和中西部的学者通过（共同）编辑对L2写作感兴趣的期刊来参与该领域的发展。所审查的期刊包括向外国或在留学生教授英语作文，应用语言学年度回顾，大学英语水平考试和第二语言写作杂志。社会政治环境和父母学科的影响是贯穿本研究的两个主题。

著录项

  • 作者

    Power, Karen Ann.;

  • 作者单位

    Indiana University of Pennsylvania.;

  • 授予单位 Indiana University of Pennsylvania.;
  • 学科 Rhetoric.;Language arts.;English as a second language.
  • 学位 Ph.D.
  • 年度 2012
  • 页码 493 p.
  • 总页数 493
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 宗教;
  • 关键词

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