Teaching and Learning of Research Writing in English

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Project title

Code/計畫編號

NSC101-2410-H019-014

Translated Name/計畫中文名

英文論文寫作的教與學個案研究

Project Coordinator/計畫主持人

Ju-Chuan Huang

Funding Organization/主管機關

National Science and Technology Council

Department/Unit

Institute of Applied English

Website

https://www.grb.gov.tw/search/planDetail?id=2583123

Year

2012

Start date/計畫起

01-08-2012

Expected Completion/計畫迄

31-07-2013

Bugetid/研究經費

381千元

ResearchField/研究領域

語文

發表論文已是世界各地學界最重要的學術活動之一，尤其對不熟悉論文文體的非英語母語學者而言更是充滿挑戰。不少研究已記錄非英語母語學者在寫作論文時的困難並給予教學上的建議。學者們雖指出明確教學能有效幫助非英語母語學者撰寫英文論文，卻只有少數研究實際檢視學生們在這類教學課程中的學習過程及成果。不僅如此，在現存文獻中，曾仔細研究這類課程中教學者扮演之角色者更為少見。在論文寫作課程裡，教學者的角色非常重要，因他們可能對於學習者有不同的影響，如缺乏專業知識之英語專長老師和專業學者在教英文論文寫作時可能有不同的強項跟弱項。因此，此兩年期計劃藉檢視在台灣某大學中的論文寫作課程探討英文論文寫作之教與學。本計畫利用個案研究，將於第一年深入調查課程教導者之優劣勢及學生之學習歷程；於第二年持續追蹤學生之寫作，以了解學生是否能夠應用課程中所學於其他寫作上。和研究參與者之訪談，課程觀察，課程資料及學生之寫作都將蒐集為研究資料，其資料將利用NVivo 9 軟體進行質性研究分析。經循序漸進且仔細的分析過程，此研究發現希望能呈現關於學生在論文寫作課中學習過程之證據，並提供在非英語母語環境中教導論文寫作課之教師一些教學建議。"Writing for publication in English has become one of the most important academic practices for scholars around the world; it is also a challenging task, especially for non-native English speaking scholars who are unfamiliar with the genre of research articles. There have been increasing studies documenting the difficulties faced by non-native English speaking scholars and offering pedagogical implications. However, while explicit instruction has been proposed as an effective approach to helping novice non-native English speaking scholars with research writing in English, research that examines students’ learning process in an instructional course is surprisingly scarce. Furthermore, even fewer studies in the existing literature take a close look at the role of the instructors in such courses where their expertise has great influence on students’ learning, for a language teacher who lacks disciplinary knowledge may have specific strengths and limitations different from those of a disciplinary expert. As a result, this two-year project attempts to fill in these gaps by investigating the teaching and learning of research writing in English in a writing course in Taiwan. Adopting case study as its research design, this study will scrutinize the advantages and potential challenges of the instructor and the leaning trajectory of the students in the first year; investigation into students’ writing continues in the second year to examine the extent to which they apply what they have learned in the research writing course to other writing assignments. Multiple data sources will be collected, including continuous interviews with instructors and students, observation of the course, course materials, and student texts. Data will be analyzed by NVivo 9 and by the researcher and a research assistant with research experiences with applied linguistics. With a recursive and careful analysis of data from various sources, it is hoped that the findings of this study can show significant evidence of students’ writing development in the research writing course and offer insightful suggestions for practitioners who teach research writing in the EFL context."

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Teaching and Learning of Research Writing in English

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