Researching first and second language genre learning: A comparative review and a look ahead

Tardy, Christine M.

doi:10.1016/j.jslw.2006.04.003

Cited by 123 publications

(66 citation statements)

References 46 publications

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“…In a study of more and less accomplished L2 master's students, Petrić (2012) found what may be a more advanced stage in academic literacy development, in that the more successful writers used excessive quotation fragments in their writing to signal their language appropriations, a practice that can be still regarded as a learning strategy but one that reflects students' conceptual awareness of the difference between transgressive and nontransgressive intertextuality. It has also been shown that source texts are used as resources not only for acquiring academic lexis but also for acquiring knowledge about genre features (Tardy 2006 The findings of this body of research reveal that the anti-plagiarism dictum 'say it in your own words' oversimplifies the task for students encountering a new discourse, who do not yet possess an appropriate linguistic repertoire necessary for writing about academic or discipline-specific topics and who thus need to rely on source texts in order to acquire it.…”

Section: Appropriation As a Way Of Language Learningmentioning

confidence: 99%

Plagiarism in second-language writing

2014

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Plagiarism is a broad and multidisciplinary field of study, and within second-language (L2) writing, research on the topic goes back to the mid-1980s. In this review article we first discuss the received view of plagiarism as a transgressive act and alternative understandings which have been presented in the L1 and L2 writing literature. We then survey and identify salient themes in the growing body of work relating to plagiarism, primarily fro an L2 writing/applied linguistic perspective. These themes include terminological distinctions; views of the role of textual plagiarism in language learning and a writer's development; a concern with students' and teachers' sometimes differing understanding of plagiarism; and disciplinary differences in perceptions of plagiarism. We review research into the role of the electronic media in changing orientations toward plagiarism, the potential role of culture as a cause of plagiarism in the work of L2 writers, and pedagogical approaches to guiding students away from plagiarism. Methodological issues in researching plagiarism are sureveyed, and the article concludes by suggesting directions for future research.

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Section: Appropriation As a Way Of Language Learningmentioning

confidence: 99%

Plagiarism in second-language writing

2014

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“…Theses and dissertations are distinctive genres due to their differing purpose, rhetorical structures, and immediate reader expectations (Thompson, 2013). Meeting these demands imposes a further burden on non-native English students who typically deploy the propositional content, as viewed from the writers' perspective, with little or no awareness of the audience presence (Tse & Hyland, 2009;Tardy, 2006).…”

Section: Introductionmentioning

confidence: 99%

A Cross-linguistic Analysis of Interactive Metadiscourse Devices Employment in Native English and Arab ESL Academic Writings

Alshahrani¹

2015

TPLS

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Abstract-This study presents a qualitative, comparative study of interactive metadiscourse in the academic writing of two groups of Native speakers of English and Native speakers of Arabic doctorate students working in the field of linguistics. It investigates the writers' capability to deploy the propositional discourse and interpretations in a coherent and convincing way appropriate to the projected readers' comprehensive abilities. A small-scale sample of 80 'discussion' and 'conclusion' chapters constitutes this corpus. This small-size corpus aligns with the contemporary trends in corpus-based work in the fields of English where smaller, more focused corpora, which have been set up for a specific research or pedagogical purpose, are much more likely to yield insights that are directly relevant to teaching and learning for specific purposes. Using Hyland's (2005) interpersonal model of metadiscourse, the discussion and conclusion chapters have been compared to examine the influence of intercultural and local institute academic culture contexts on the writers' use of interactive metadiscourse devices. The findings revealed a significant influence of the local institute culture on the Arab academic writing in most of the interactive subcategories.Index Terms-interactive metadiscourse, corpus-based approach, ESL writing, writer-reader interaction

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“…As a result, it would induce formulaic, empty language use (e.g., Coe 2002). In Tardy's (2006) words, these counter voices are justifiable and necessary to warn researchers, educators, and teachers how not to focus on language. We now argue how the potential pitfalls can be avoided.…”

Section: Discussion Summarymentioning

confidence: 99%

Using genre pedagogy to promote student proficiency in the language required for interpreting line graphs

et al. 2016

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The importance of language in mathematics learning has been widely acknowledged. However, little is known about how to make this insight productive in the design and enactment of language-oriented mathematics education. In a design-based research project, we explored how language-oriented mathematics education can be designed and enacted. We drew on genre pedagogy to promote student proficiency in the language required for interpreting line graphs. In the intervention, the teacher used scaffolding strategies to focus students' attention on the structure and linguistic features of the language involved in this particular domain. The research question addressed in this paper is how student proficiency in this language may be promoted. The study comprised nine lessons involving 22 students in grades 5 and 6 (aged 10-12); of these students, 19 had a migrant background. In light of the research aim, we first describe the rationale behind our design. Next, we illustrate how the design was enacted by means of a case study focusing on one student in the classroom practice of developing proficiency in the language required for interpreting line graphs. On the basis of pre-and posttest scores, we conclude that overall their proficiency has increased. Together, the results indicate that and how genre pedagogy may be used to help students become more proficient in the language required in a mathematical domain.

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Researching first and second language genre learning: A comparative review and a look ahead

Cited by 123 publications

References 46 publications

Plagiarism in second-language writing

Plagiarism in second-language writing

A Cross-linguistic Analysis of Interactive Metadiscourse Devices Employment in Native English and Arab ESL Academic Writings

Using genre pedagogy to promote student proficiency in the language required for interpreting line graphs

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