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首页> 外文期刊>Applied linguistics >Calibrating Genre: Metacognitive Judgments and Rhetorical Effectiveness in Academic Writing by L2 Graduate Students
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Calibrating Genre: Metacognitive Judgments and Rhetorical Effectiveness in Academic Writing by L2 Graduate Students

机译：调整体裁：二年级研究生学术写作中的元认知判断和修辞效果

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摘要

Several strands of applied linguistic research have emphasized the importance of genre awareness for academic writing students. Although metacognitive behaviors have been linked to L2 writing proficiency and performance, there is still the need for an account of how and why different metacognitive behaviors can help L2 academic writers to apply genre knowledge in authentic situations. Adopting an interdisciplinary approach, this study borrows the framework of calibration from educational psychology to highlight the relationship between the accuracy of graduate students' metacognitive judgments and the quality of their texts. Within an authentic setting, the nature of metacognitive judgments is calibrated against the assessment of rhetorical effectiveness by teacher raters using genre analysis criteria. Findings show that individual differences in rhetorical effectiveness can be better understood when accuracy of metacognitive judgments is considered along two qualitative dimensions: depth and alignment. Differential achievement relates to the ability to apply genre knowledge to the text, and misalignments in task perceptions and criteria. Implications for genre pedagogy and further research are discussed.
机译：应用语言学研究的几个方面都强调了体裁意识对学术写作学生的重要性。尽管元认知行为与第二语言的写作能力和表现有关，但仍然需要说明不同的元认知行为如何以及为什么可以帮助第二语言学术作家在真实情况下运用体裁知识。本研究采用跨学科的方法，借鉴了教育心理学的校准框架，以强调研究生的元认知判断的准确性与其课文质量之间的关系。在真实的环境下，元认知判断的性质会根据教师评价者使用体裁分析标准对修辞效果的评估进行校准。研究结果表明，当沿两个定性维度考虑元认知判断的准确性时，可以更好地理解修辞效果的个体差异：深度和对齐。差异成就涉及将体裁知识应用于文本的能力，以及任务感知和标准的错位。讨论了对体裁教育学和进一步研究的影响。

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  • 来源
    《Applied linguistics》 |2017年第4期|512-539|共28页
  • 作者

    Negretti Raffaella;

  • 作者单位

    Stockholm Univ, Stockholm, Sweden|Chalmers Tech Univ, Gothenburg, Sweden;

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  • 正文语种 eng
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