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Taking an effective authorial stance in academic writing: Inductive learning for second language writers using a stance corpus.

机译:在学术写作中采取有效的作者立场:使用立场语料库对第二语言作者进行归纳学习。

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摘要

The study focuses on a pedagogical proposal using a specialized corpus to assist advanced second language (L2) writers to tackle a critical aspect in academic research writing, authorial stance-taking. Novice L2 writers are often found to project an unauthoritative persona and inappropriate voice, therefore compromising their research potential. Premised on linguistic (Systemic Functional Linguistic and Corpus Linguistics) and learning theories, the study tested the hypotheses that (1) rendering explicit the complex linguistic stance resources is beneficial to inform ways to argue with a persuasive authorial stance, and (2) corpora tools encourage inductive pattern-finding, which brings about deep learning and better performance.;Seven Chinese-speaking learners of English studying at post-graduate levels were recruited to engage in five sessions of training and interaction with the tool as they wrote introductions to their research. Multiple methods were employed to analyze (1) overall writing performance, (2) stance understanding, (3) the development of stance understanding, (4) cognitive patterns in interacting with the tool and in overall learning, and (5) tool use patterns.;Results show a positive relationship between stance learning and writing performance, suggesting that better understanding of stance meanings contributes to better writing. The semantically-oriented corpus also engaged the learners' to manage the discursive flow of their stance deployment, critical to greater effectiveness in their writing. Their cognitive learning patterns are characterized by more frequent "sense-making", "exploring" and "reasoning" about the complex new knowledge while inductive pattern-finding is infrequent.;The findings suggest training and more support are need to maximize a constructivist inductive learning approach. In addition, individual learning styles and preconception are both critical in dictating learning outcome. Learners' cognitive burden in learning complex linguistic concept using a second language also need to be considered. Finally, to encourage use of such a corpus tool, more examples need to be included so that the users find convincing patterns of stance deployment which is also relevant to their argumentative style and disciplinary background.;To conclude, to better support academic writers, corpora tools show great potential in hosting examples at the discursive/textual level to complement a lexico-grammatical approach in writing. Such tools, along with annotation and textual enhancement, can stimulate the writers' attention to the structural and prosodic aspects of the professional writings, critical to the success of a writing task.
机译:该研究的重点是使用专业语料库的教学建议,以协助高级第二语言(L2)作家解决学术研究写作中的关键方面,作者的立场。经常发现新手L2作家投射出无权威的角色和不适当的声音,因此损害了他们的研究潜力。该研究基于语言学(系统功能语言学和语料库语言学)和学习理论,对以下假设进行了检验:(1)明确表达复杂的语言立场资源有利于以有说服力的作者立场辩护,以及(2)语料库工具鼓励归纳模式发现,从而带来深度学习和更好的表现。;招募了七名讲英语的汉语学习者,以进行研究生阶段的五次培训,并与该工具进行互动。 。多种方法被用来分析(1)总体写作表现,(2)立场理解,(3)立场理解的发展,(4)与工具互动和整体学习中的认知模式以及(5)工具使用模式结果表明,立场学习与写作表现之间存在正相关关系,表明对立场含义的更好理解有助于更好的写作。面向语义的语料库还吸引学习者管理其姿势部署的话语流,这对于提高写作效率至关重要。他们的认知学习模式的特点是对复杂的新知识的“感性制造”,“探索”和“推理”更加频繁,而归纳模式的发现则很少。研究结果表明,需要训练和更多支持以最大化建构主义归纳学习方法。此外,个人的学习方式和成见对决定学习结果至关重要。还需要考虑学习者在使用第二语言学习复杂的语言概念时的认知负担。最后,为鼓励使用这种语料库工具,需要包含更多示例,以便用户找到令人信服的立场部署模式,这与他们的论证风格和学科背景有关。总之,为更好地支持学术作家,语料库工具显示了在话语/文本级别上托管示例的巨大潜力,以补充写作中的语法语法方法。这样的工具,加上注释和文本增强功能,可以激发作者对专业写作的结构和韵律方面的关注,这对写作任务的成功至关重要。

著录项

  • 作者

    Chang, Peichin.;

  • 作者单位

    University of Michigan.;

  • 授予单位 University of Michigan.;
  • 学科 Education Language and Literature.;Language Linguistics.;Education English as a Second Language.;Education Instructional Design.;Language Rhetoric and Composition.;Education Technology of.;Education Higher.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 196 p.
  • 总页数 196
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:36:58

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