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Discursive transformation and the reconstruction of identity: A critical discourse analysis of African American student texts.

机译：话语转换与身份重构：非裔美国学生文章的批评性话语分析。

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摘要

The focus of this dissertation is to determine the extent to which African American students at a Historically Black College and University (HBCU) resist or appropriate the discoursal identities of the academy as they advance through a freshman composition course. Four students and their compositions, sampled to meet specific socioeconomic and learner motivation criteria, are studied during a semester of ENGL 101, a freshman composition course.;Fairclough's Critical Discourse Analysis (2003) and Halliday's Systemic Functional Linguistics (1994), are the analytic lens applied to the African American students' texts. CDA provides the discourse analysis tool, enabling me to identify the linguistic features of a written text and how those features represent the student writer's identity in relation to power and language.;Finally, qualitative data collection procedures are employed because they provide me with a naturalistic inquiry into the students' cultural, social, and literacy histories in ways that CDA cannot. The specific data collection procedures include student interviews, document collection, and a critical research journal.;The overarching finding is that context, task, and text play a significant role in the strength of authorial identity and grasp of academic discourses; however, learner investment is a clear factor in how, longitudinally, the student progresses. This study demonstrates the reflexive relationship between agency and social constraints. In addition, this study indicates there is much more agency exhibited by African American student writers than the traditional paradigm of opposition and appropriation suggests. Furthermore, this study adds to our understanding of the multiplicity of the African American experience by revealing the flexibility inherent in African American writer identity.;Overall, the recommendations for teaching writing comprise of an awareness that pedagogical decisions, types of assignments, and student nurturing play vital roles in how African American student writers perceive themselves and, in turn, determine their identities as writers. Therefore, it is imperative for African American students' multiple cultural identities to be expressed, studied, and critically examined in the classroom, not suppressed.
机译：本文的重点是确定历史悠久的黑人学院和大学（HBCU）的非洲裔美国学生在通过新生作文课程时对他们的劝阻身份的抵制或适当程度。在新生作文课程ENGL 101的一个学期中，对四名学生及其构成进行了采样，以满足特定的社会经济和学习者的动机标准。Fairclough的批评性话语分析（2003）和Halliday的系统功能语言学（1994）是分析方法。镜头适用于非洲裔美国学生的课文。 CDA提供了话语分析工具，使我能够识别书面文本的语言特征，以及这些特征如何代表学生作者在能力和语言方面的身份。最后，采用定性数据收集程序是因为它们为我提供了自然主义以CDA无法做到的方式查询学生的文化，社会和识字历史。具体的数据收集程序包括学生访谈，文档收集和重要研究期刊。总的发现是，背景，任务和文本在作者身份和学术话语把握方面起着重要作用；但是，学习者的投资是学生纵向发展的明显因素。这项研究证明了代理与社会约束之间的自反关系。此外，这项研究表明，非裔美国学生作家表现出的代理机构比传统的反对和挪用范式所暗示的要多。此外，通过揭示非裔美国作家身份固有的灵活性，本研究增加了我们对非裔美国人经历的理解。总体而言，有关写作教学的建议包括对教学决策，作业类型和学生培养的认识在非洲裔美国学生作家的看法中起着至关重要的作用，进而确定他们作为作家的身份。因此，非裔美国学生的多元文化身份必须在教室中被表达，研究和批判性检查，而不是被压制。

著录项

  • 作者

    DePolo, Jason Richard.;

  • 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.;Language Rhetoric and Composition.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 245 p.
  • 总页数 245
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 宗教;
  • 关键词

  • 入库时间 2022-08-17 11:45:45

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