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Peer-author Interactions in L2 Disciplinary Writing Practices
https://kindai.repo.nii.ac.jp/records/13307
https://kindai.repo.nii.ac.jp/records/133073df8c4de-28fd-4838-aaf9-b1d60b11a420
| Item type | ☆紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2011-08-26 | |||||||||
| タイトル | ||||||||||
| タイトル | Peer-author Interactions in L2 Disciplinary Writing Practices | |||||||||
| 言語 | en | |||||||||
| その他（別言語等）のタイトル | ||||||||||
| その他のタイトル | L2 学術ライティング活動における著者とピア間のインターアクション | |||||||||
| 著者 |
藤岡, 真由美
× 藤岡, 真由美
|
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| 言語 | ||||||||||
| 言語 | eng | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| アクセス権 | ||||||||||
| アクセス権 | metadata only access | |||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_14cb | |||||||||
| 著者(英) | ||||||||||
| en | ||||||||||
| Fujioka, Mayumi | ||||||||||
| 著者 所属 | ||||||||||
| 近畿大学語学教育部; 准教授 | ||||||||||
| 版 | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| 出版者 名前 | ||||||||||
| 出版者 | 近畿大学語学教育部 | |||||||||
| 書誌情報 |
近畿大学語学教育部紀要 en : Kinki University Department of Language Education bulletin 巻 9, 号 1, p. 21-48, 発行日 2009-07-01 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 13469134 | |||||||||
| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | [Abstract] Despite the fact that graduate students in their course work spend most of their interactive time with peers, little is known about what actually happens between students and peers in their academic experiences. In order to explore the roles of peers in L2 students' disciplinary socialization, this study investigated nonnative-English-speaking graduate students' interactions with their peers as they were engaged in disciplinary writing assignments. Focusing on six Japanese students in a U.S. graduate school, a naturalistic qualitative case study approach was employed to see whether and how these Japanese student authors interacted with peers and utilized peers' help in their engagement in classroom writing assignments. Longitudinal data reveal that peers did not play a central role in facilitating students' disciplinary socialization. However, students still benefited from their peers, both on language and content, even though they sought more assistance from the peers on language improvements. In addition, various kinds of expertise, including content area knowledge, research skills, proficiency in various aspects of writing, and classroom-specific knowledge such as knowledge about the professor's academic expectations, were involved in peer-author interactions. Based on the findings, pedagogical implications are discussed. | |||||||||
| 内容記述 | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | 執筆者専攻: 応用言語学・英語教育学 | |||||||||
