Variation in academic writing among Generation 1.5 learners, native English-speaking learners and ESL learners: the discoursal self of G1.5 student writers

摘要

This thesis appears in three parts: Modules I, II, & III. The purpose of these units was to argue that Generation 1.5 (G1.5) learners are a distinct group of English language learners with unique ways of representing themselves in academic writing, and to identify those salient linguistic differences among G1.5, traditional ESL, and NS student writers. Using multiple methodologies, the text explores the discourse patterns of G1.5 students in their academic writing. Elements in each section include: Module I: o A discussion and literature review of research on Generation 1.5 students and design criteria for an extended corpus study. Module II: o A pilot study of early results from a corpus study comparing G1.5, ESL, and NES student academic writing, with a focus of pronoun and modal use. Module III: o A study involving surveys and interviews to evaluate what both students and instructors consider good academic writing and expect of student essays. o Corpus data from G1.5, ESL, and NS student corpora to determine lexicogrammatical and syntactic patterns in G1.5 student writers and how they differ from both ESL and NS students. Salient features are analyzed using a framework where features are mapped onto an adapted version of Halliday‘s (2004) three macrofunctions of language, allowing for an analysis of semantic and lexico-grammatical features in terms of ideational, interpersonal, and textual positioning. o Case studies of three essays to test corpus results and a framework of selfrepresentation against individual performance. The resulting text concludes that G1.5 students‘ self-representation in writing is distinct from other student writers, and manifests in their semantic choices, narrative style, and elements of a hybrid of academic and personal/interpersonal writing.