Academic writing in a foreign language: an extended genre analysis of student texts
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Frankfurt am Main [u.a.]
Lang
2007
|
| Schriftenreihe: | Sprache im Kontext
28 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | 337 S. graph. Darst. |
| ISBN: | 9783631555224 3631555229 |
Internformat
MARC
| LEADER | 00000nam a2200000 cb4500 | ||
|---|---|---|---|
| 001 | BV022713169 | ||
| 003 | DE-604 | ||
| 005 | 20190815 | ||
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| 020 | |a 9783631555224 |9 978-3-631-55522-4 | ||
| 020 | |a 3631555229 |9 3-631-55522-9 | ||
| 035 | |a (OCoLC)237145477 | ||
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| 040 | |a DE-604 |b ger |e rakddb | ||
| 041 | 0 | |a eng | |
| 044 | |a gw |c XA-DE-HE | ||
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| 100 | 1 | |a Hüttner, Julia Isabel |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Academic writing in a foreign language |b an extended genre analysis of student texts |c Julia Isabel Hüttner |
| 264 | 1 | |a Frankfurt am Main [u.a.] |b Lang |c 2007 | |
| 300 | |a 337 S. |b graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 490 | 1 | |a Sprache im Kontext |v 28 | |
| 650 | 4 | |a Englisch | |
| 650 | 4 | |a Academic writing |x Study and teaching | |
| 650 | 4 | |a English language |x Rhetoric |x Study and teaching |x Foreign speakers | |
| 650 | 4 | |a English language |x Study and teaching |x Foreign speakers | |
| 650 | 4 | |a Second language acquisition | |
| 650 | 0 | 7 | |a Textproduktion |0 (DE-588)4184945-0 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Fremdsprache |0 (DE-588)4018424-9 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Wissenschaftssprache |0 (DE-588)4066612-8 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Englisch |0 (DE-588)4014777-0 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Muttersprache |0 (DE-588)4040962-4 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Deutsch |0 (DE-588)4113292-0 |2 gnd |9 rswk-swf |
| 689 | 0 | 0 | |a Englisch |0 (DE-588)4014777-0 |D s |
| 689 | 0 | 1 | |a Fremdsprache |0 (DE-588)4018424-9 |D s |
| 689 | 0 | 2 | |a Wissenschaftssprache |0 (DE-588)4066612-8 |D s |
| 689 | 0 | 3 | |a Textproduktion |0 (DE-588)4184945-0 |D s |
| 689 | 0 | 4 | |a Deutsch |0 (DE-588)4113292-0 |D s |
| 689 | 0 | 5 | |a Muttersprache |0 (DE-588)4040962-4 |D s |
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| 830 | 0 | |a Sprache im Kontext |v 28 |w (DE-604)BV011259166 |9 28 | |
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Datensatz im Suchindex
| _version_ | 1808678020693622784 |
|---|---|
| adam_text |
TABLE
OF
CONTENTS
1.
Introduction
11
PARTI
2.
The macro-level of conventionalised language use:
genre analysis
19
2.1
Development of the concept of genre
19
2.2
Approaches to genre analysis
22
2.2.1
The new rhetoric group
22
2.2.2
The Sydney school
24
2.2.3
The ESP approach
25
2.3
Definitions of the fundamental concepts
26
2.3.1
The concept of genre
26
2.3.1.1
Defining genre
26
2.3.1.2
Defining relationships between genres
31
2.3.2
The concept of discourse community
36
2.4
The methodology of analysing genres
39
2.5
Genre analysis within
ΕΑΡ
44
2.5.1
The research article
44
2.5.1.1
Research article introductions
46
2.5.1.2
Textualizations of introduction moves
50
2.5.1.3
Research article conclusions
53
2.5.2
Student academic genres
58
2.6
Conclusion
64
3.
The micro-level of conventionalised language use:
formulaic language
67
3.1
The concept of formulaic language
68
3.2
The functions of formulaic sequences
70
3.2.1
Formulaic sequences as production strategies
71
3.2.2
Formulaic sequences as an aid to communication
72
3.3
Defining formulaic language
73
3.4
Methods of identifying formulaic sequences
76
3.5
Evidence of co-conventionalisation: formulaic sequences in
specific environments in native use
80
3.6
Evidence
of co-conventionalisation: formulaic sequences in
learner language
84
3.6.1
Evidence from naturalistic child and adult
second language learners
86
3.6.2
Evidence from taught second language learners
88
3.7
Conclusion
95
4.
Extended genre analysis:
operationalising co-conventionalisation
97
4.1
The rationale of extended genre analysis
97
4.2
The methodology of extended genre analysis
101
PART II
5.
Extended genre analysis applied: the research design
115
5.1
General background: providing instruction in
ΕΑΡ
116
5.2
Data
118
5.3
Setting and participants
120
5.3.1
Setting
120
5.3.2
Participants
121
5.3.2.1
Participants'background in EFL
121
5.3.2.2
Participants" background as academic writers
123
5.3.2.3
Participants'instruction in
ΕΑΡ
writing
124
5.4
Methods of analysis
125
6.
Co-conventionalisation in student paper introductions
129
6.1
Phase one: establishing a quantitative genre structure
130
6.1.1
Close analysis of individual moves
131
6.1.2
Close analysis of core moves
132
6.1.3
Close analysis of optional moves
139
6.2.
Phase two: refining the quantitative structure through
expert information
141
6.2.1
An example of a successful student paper introduction
141
6.2.2
Examples of unsuccessful student paper introductions
143
6.2.3
The revised model of student paper introductions
147
6.3
Points of comparison:
native student and expert RA introductions
150
6.3.1
Comparison with native student introductions
150
6.3.2
Comparison with
expert
RA
introductions
150
6.3.3
Genre
relationships of
student
paper
introductions
152
6.4
Linguistic characteristics of student paper introductions
153
6.4.1
Lexical and phraseological profile
153
6.4.2
Comparison with the lexical and phraseological
profile of expert RA introductions
165
6.5
Move-by-move analysis of linguistic features
174
6.5.1
Realisations of the core move
LEADING INTO THE TOPIC
174
6.5.2
Realisations of the core move
STATING PURPOSE
1 75
6.5.3
Realisations of the core move
PREVIEWING CONTENTS
1 80
6.6
Comparison of student and expert introductions: the use of
genre-functional formulaic sequences
185
6.7
Summary:
studentpaper
introductions
188
7.
Co-conventionalisation in student paper conclusions
191
7.1
Phase one: establishing a quantitative genre structure
192
7.1.1
Close analysis of individual moves
193
7.1.2
Close analysis of core moves
193
7.1.3
Close analysis of optional moves
208
7.2
Phase two: refining the quantitative structure
through expert information
212
7.2.1
Examples of successful student paper conclusions
212
7.2.2
Examples of unsuccessful student paper conclusions
215
7.2.3
The revised model of student paper conclusions
219
7.3
Points of comparison:
native student and expert RA conclusions
221
7.3.1
Comparison with native student paper conclusions
221
7.3.2
Comparison with expert RA conclusions
223
7.4
Linguistic characteristics of student paper conclusions
227
7.4.1
Lexical and phraseological profile
228
7.4.2
Comparison with the lexical and phraseological
profile of expert RA conclusions
233
7.5
Move-by-move analysis of linguistic features
242
7.5.1
Realisations of the move
PROVIDING A SUMMARY STATEMENT/REVIEW
242
10
7.5.2
Realisations of the move
QUALIFYING AND EVALUATING THE PAPER/RESULTS
246
7.5.3
Realisations of the move
PROVIDING A WIDER OUTLOOK/EMBEDDING THE PAPER
248
7.5.4
Realisations of the optional move
PROVIDING A PERSONAL REFLECTION
249
7.6
Comparison of student and expert conclusions: the use of
genre-functional formulaic sequences
250
7.7
Summary: student paper conclusions
253
8.
The student perspective on academic writing
257
8.1
Genre awareness of students
257
8.1.1
General views on academic writing
258
8.1.2
Student perceptions of individual genre-constituents:
authors' objectives vs. observed structures
262
8.2
Learning to produce academic genres and genre-constituents
273
8.2.1
Student perspectives on the writing process
274
8.2.2
Students'use of writing resources
276
8.2.3
The effects of the genre-informed workshop
283
9.
Findings and implications
287
9.1
Summary of theoretical and methodological findings
287
9.2
Summary of results of the empirical study
291
9.3
Implications for teaching
296
References
301
Appendices
313
Appendix
1 :
Student questionnaire
3 13
Appendix
2:
Keyword lists
319
Appendix
3:
Expert research articles used in the empirical study
333 |
| adam_txt |
TABLE
OF
CONTENTS
1.
Introduction
11
PARTI
2.
The macro-level of conventionalised language use:
genre analysis
19
2.1
Development of the concept of genre
19
2.2
Approaches to genre analysis
22
2.2.1
The new rhetoric group
22
2.2.2
The Sydney school
24
2.2.3
The ESP approach
25
2.3
Definitions of the fundamental concepts
26
2.3.1
The concept of genre
26
2.3.1.1
Defining genre
26
2.3.1.2
Defining relationships between genres
31
2.3.2
The concept of discourse community
36
2.4
The methodology of analysing genres
39
2.5
Genre analysis within
ΕΑΡ
44
2.5.1
The research article
44
2.5.1.1
Research article introductions
46
2.5.1.2
Textualizations of introduction moves
50
2.5.1.3
Research article conclusions
53
2.5.2
Student academic genres
58
2.6
Conclusion
64
3.
The micro-level of conventionalised language use:
formulaic language
67
3.1
The concept of formulaic language
68
3.2
The functions of formulaic sequences
70
3.2.1
Formulaic sequences as production strategies
71
3.2.2
Formulaic sequences as an aid to communication
72
3.3
Defining formulaic language
73
3.4
Methods of identifying formulaic sequences
76
3.5
Evidence of co-conventionalisation: formulaic sequences in
specific environments in native use
80
3.6
Evidence
of co-conventionalisation: formulaic sequences in
learner language
84
3.6.1
Evidence from naturalistic child and adult
second language learners
86
3.6.2
Evidence from taught second language learners
88
3.7
Conclusion
95
4.
Extended genre analysis:
operationalising co-conventionalisation
97
4.1
The rationale of extended genre analysis
97
4.2
The methodology of extended genre analysis
101
PART II
5.
Extended genre analysis applied: the research design
115
5.1
General background: providing instruction in
ΕΑΡ
116
5.2
Data
118
5.3
Setting and participants
120
5.3.1
Setting
120
5.3.2
Participants
121
5.3.2.1
Participants'background in EFL
121
5.3.2.2
Participants" background as academic writers
123
5.3.2.3
Participants'instruction in
ΕΑΡ
writing
124
5.4
Methods of analysis
125
6.
Co-conventionalisation in student paper introductions
129
6.1
Phase one: establishing a quantitative genre structure
130
6.1.1
Close analysis of individual moves
131
6.1.2
Close analysis of core moves
132
6.1.3
Close analysis of optional moves
139
6.2.
Phase two: refining the quantitative structure through
expert information
141
6.2.1
An example of a successful student paper introduction
141
6.2.2
Examples of unsuccessful student paper introductions
143
6.2.3
The revised model of student paper introductions
147
6.3
Points of comparison:
native student and expert RA introductions
150
6.3.1
Comparison with native student introductions
150
6.3.2
Comparison with
expert
RA
introductions
150
6.3.3
Genre
relationships of
student
paper
introductions
152
6.4
Linguistic characteristics of student paper introductions
153
6.4.1
Lexical and phraseological profile
153
6.4.2
Comparison with the lexical and phraseological
profile of expert RA introductions
165
6.5
Move-by-move analysis of linguistic features
174
6.5.1
Realisations of the core move
LEADING INTO THE TOPIC
174
6.5.2
Realisations of the core move
STATING PURPOSE
1 75
6.5.3
Realisations of the core move
PREVIEWING CONTENTS
1 80
6.6
Comparison of student and expert introductions: the use of
genre-functional formulaic sequences
185
6.7
Summary:
studentpaper
introductions
188
7.
Co-conventionalisation in student paper conclusions
191
7.1
Phase one: establishing a quantitative genre structure
192
7.1.1
Close analysis of individual moves
193
7.1.2
Close analysis of core moves
193
7.1.3
Close analysis of optional moves
208
7.2
Phase two: refining the quantitative structure
through expert information
212
7.2.1
Examples of successful student paper conclusions
212
7.2.2
Examples of unsuccessful student paper conclusions
215
7.2.3
The revised model of student paper conclusions
219
7.3
Points of comparison:
native student and expert RA conclusions
221
7.3.1
Comparison with native student paper conclusions
221
7.3.2
Comparison with expert RA conclusions
223
7.4
Linguistic characteristics of student paper conclusions
227
7.4.1
Lexical and phraseological profile
228
7.4.2
Comparison with the lexical and phraseological
profile of expert RA conclusions
233
7.5
Move-by-move analysis of linguistic features
242
7.5.1
Realisations of the move
PROVIDING A SUMMARY STATEMENT/REVIEW
242
10
7.5.2
Realisations of the move
QUALIFYING AND EVALUATING THE PAPER/RESULTS
246
7.5.3
Realisations of the move
PROVIDING A WIDER OUTLOOK/EMBEDDING THE PAPER
248
7.5.4
Realisations of the optional move
PROVIDING A PERSONAL REFLECTION
249
7.6
Comparison of student and expert conclusions: the use of
genre-functional formulaic sequences
250
7.7
Summary: student paper conclusions
253
8.
The student perspective on academic writing
257
8.1
Genre awareness of students
257
8.1.1
General views on academic writing
258
8.1.2
Student perceptions of individual genre-constituents:
authors' objectives vs. observed structures
262
8.2
Learning to produce academic genres and genre-constituents
273
8.2.1
Student perspectives on the writing process
274
8.2.2
Students'use of writing resources
276
8.2.3
The effects of the genre-informed workshop
283
9.
Findings and implications
287
9.1
Summary of theoretical and methodological findings
287
9.2
Summary of results of the empirical study
291
9.3
Implications for teaching
296
References
301
Appendices
313
Appendix
1 :
Student questionnaire
3 13
Appendix
2:
Keyword lists
319
Appendix
3:
Expert research articles used in the empirical study
333 |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Hüttner, Julia Isabel |
| author_facet | Hüttner, Julia Isabel |
| author_role | aut |
| author_sort | Hüttner, Julia Isabel |
| author_variant | j i h ji jih |
| building | Verbundindex |
| bvnumber | BV022713169 |
| callnumber-first | P - Language and Literature |
| callnumber-label | PE1128 |
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| callnumber-subject | PE - English Languages |
| classification_rvk | AK 39580 HD 232 HF 124 |
| ctrlnum | (OCoLC)237145477 (DE-599)DNB985115858 |
| dewey-full | 428.24310711 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 428 - Standard English usage |
| dewey-raw | 428.24310711 |
| dewey-search | 428.24310711 |
| dewey-sort | 3428.24310711 |
| dewey-tens | 420 - English & Old English (Anglo-Saxon) |
| discipline | Allgemeines Germanistik / Niederlandistik / Skandinavistik Sprachwissenschaft Anglistik / Amerikanistik Literaturwissenschaft |
| discipline_str_mv | Allgemeines Germanistik / Niederlandistik / Skandinavistik Sprachwissenschaft Anglistik / Amerikanistik Literaturwissenschaft |
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| id | DE-604.BV022713169 |
| illustrated | Illustrated |
| index_date | 2024-07-02T18:27:08Z |
| indexdate | 2024-08-29T00:02:54Z |
| institution | BVB |
| isbn | 9783631555224 3631555229 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-015918998 |
| oclc_num | 237145477 |
| open_access_boolean | |
| owner | DE-12 DE-355 DE-BY-UBR DE-739 DE-521 DE-11 DE-188 |
| owner_facet | DE-12 DE-355 DE-BY-UBR DE-739 DE-521 DE-11 DE-188 |
| physical | 337 S. graph. Darst. |
| publishDate | 2007 |
| publishDateSearch | 2007 |
| publishDateSort | 2007 |
| publisher | Lang |
| record_format | marc |
| series | Sprache im Kontext |
| series2 | Sprache im Kontext |
| spelling | Hüttner, Julia Isabel Verfasser aut Academic writing in a foreign language an extended genre analysis of student texts Julia Isabel Hüttner Frankfurt am Main [u.a.] Lang 2007 337 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Sprache im Kontext 28 Englisch Academic writing Study and teaching English language Rhetoric Study and teaching Foreign speakers English language Study and teaching Foreign speakers Second language acquisition Textproduktion (DE-588)4184945-0 gnd rswk-swf Fremdsprache (DE-588)4018424-9 gnd rswk-swf Wissenschaftssprache (DE-588)4066612-8 gnd rswk-swf Englisch (DE-588)4014777-0 gnd rswk-swf Muttersprache (DE-588)4040962-4 gnd rswk-swf Deutsch (DE-588)4113292-0 gnd rswk-swf Englisch (DE-588)4014777-0 s Fremdsprache (DE-588)4018424-9 s Wissenschaftssprache (DE-588)4066612-8 s Textproduktion (DE-588)4184945-0 s Deutsch (DE-588)4113292-0 s Muttersprache (DE-588)4040962-4 s DE-604 Sprache im Kontext 28 (DE-604)BV011259166 28 Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015918998&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Hüttner, Julia Isabel Academic writing in a foreign language an extended genre analysis of student texts Sprache im Kontext Englisch Academic writing Study and teaching English language Rhetoric Study and teaching Foreign speakers English language Study and teaching Foreign speakers Second language acquisition Textproduktion (DE-588)4184945-0 gnd Fremdsprache (DE-588)4018424-9 gnd Wissenschaftssprache (DE-588)4066612-8 gnd Englisch (DE-588)4014777-0 gnd Muttersprache (DE-588)4040962-4 gnd Deutsch (DE-588)4113292-0 gnd |
| subject_GND | (DE-588)4184945-0 (DE-588)4018424-9 (DE-588)4066612-8 (DE-588)4014777-0 (DE-588)4040962-4 (DE-588)4113292-0 |
| title | Academic writing in a foreign language an extended genre analysis of student texts |
| title_auth | Academic writing in a foreign language an extended genre analysis of student texts |
| title_exact_search | Academic writing in a foreign language an extended genre analysis of student texts |
| title_exact_search_txtP | Academic writing in a foreign language an extended genre analysis of student texts |
| title_full | Academic writing in a foreign language an extended genre analysis of student texts Julia Isabel Hüttner |
| title_fullStr | Academic writing in a foreign language an extended genre analysis of student texts Julia Isabel Hüttner |
| title_full_unstemmed | Academic writing in a foreign language an extended genre analysis of student texts Julia Isabel Hüttner |
| title_short | Academic writing in a foreign language |
| title_sort | academic writing in a foreign language an extended genre analysis of student texts |
| title_sub | an extended genre analysis of student texts |
| topic | Englisch Academic writing Study and teaching English language Rhetoric Study and teaching Foreign speakers English language Study and teaching Foreign speakers Second language acquisition Textproduktion (DE-588)4184945-0 gnd Fremdsprache (DE-588)4018424-9 gnd Wissenschaftssprache (DE-588)4066612-8 gnd Englisch (DE-588)4014777-0 gnd Muttersprache (DE-588)4040962-4 gnd Deutsch (DE-588)4113292-0 gnd |
| topic_facet | Englisch Academic writing Study and teaching English language Rhetoric Study and teaching Foreign speakers English language Study and teaching Foreign speakers Second language acquisition Textproduktion Fremdsprache Wissenschaftssprache Muttersprache Deutsch |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015918998&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV011259166 |
| work_keys_str_mv | AT huttnerjuliaisabel academicwritinginaforeignlanguageanextendedgenreanalysisofstudenttexts |