L2 writers’ use of outside sources and the related challenges
| Autor: | Heike Neumann, Kim McDonough, Sarah Leu |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
050101 languages & linguistics
Linguistics and Language 4. Education media_common.quotation_subject 05 social sciences 050301 education Face (sociological concept) Context (language use) Language and Linguistics Education Reading (process) ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education 0501 psychology and cognitive sciences Source text Psychology English for academic purposes 0503 education media_common |
| Zdroj: | Journal of English for Academic Purposes. 38:106-120 |
| ISSN: | 1475-1585 |
| DOI: | 10.1016/j.jeap.2019.02.002 |
| Popis: | Researchers have called for the development of new pedagogical strategies to help students learn how to integrate source information into their own texts effectively (Casanave, 2017; Hu, 2015). Since these strategies are tied to particular pedagogical contexts, their development has to be preceded by a careful examination of the context where they will be implemented. To that end, the current study examined how students use sources in their own writing at an English-medium university in Canada and what challenges they face in doing so. Notes and essays written by English for Academic Purposes (EAP) students (N = 73) were analyzed in terms of how they used source text information. A subset of the students and five experienced instructors were interviewed to gain insight into students’ challenges with the source-based writing tasks required in the EAP program. The findings indicate that students face difficulty with both the reading and writing phases of source-based writing, which has implications for the development of pedagogical strategies to address these difficulties. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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