美国高校研究型论文写作教学对话元素的个案研究:对话理论视角

Developing Dialogic Activities in Teaching Research Writing: A Case Study of a Graduate Seminar at an American University

为探讨对话互动在研究生英语写作过程中的积极作用,本个案研究分析了美国某高校研究型论文写作教学课堂内外教师和学生参加的各种互动对话形式。本研究收集了多种民族志数据,包括师生访谈、课堂话语录音、课堂观察笔记、有声思维录音、多稿作业和教师书面反馈。数据分析发现:建立学生与文本、教师、同伴和潜在读者的对话互动能帮助学生熟悉质性论文体裁特点、营造宽松互动的写作环境、融合他人思想以明晰自己观点,以及为写作过程做决策。因此,培养学生与同行进行学术对话的能力是学术写作教学的重要目标之一。

In order to explore the functions of dialogic activities involved in graduate students' English research writing process,this case study analyzed various interactions taking place in and after the research writing class. It collected ethnographic data,including in-depth interviews,classroom discourse recording transcripts,classroom observation notes,think-aloud protocols,student writers' multiple drafts,and the teacher's written feedback. The results showthat the dialogic activities students have with texts,the teacher,peers,and potential readers help students become familiarized with the genre features of qualitative research writing,set up a interactive and comfortable writing environment,clarify student writers' ideas through receiving readers' responses and make decisions about writing. Therefore,it is suggested that cultivating novice researchers' dialogic competence with their academic colleagues should be one of the essential goals for teaching research writing.