현재 위치
Home
Research Article
A Primer on Authorial Voice-Promoting Pedagogy in an Academic Argumentative EFL Context : An Innovative Mixed-Methods Research Approach
-
- 발행기관
- 아시아영어교육학회 바로가기
-
- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
-
- 통권
- Vol.20 No.2 (2023.06)바로가기
-
- 페이지
- pp.261-285
-
- 저자
-
- 언어
- 영어(ENG)
-
- URL
- https://www.earticle.net/Article/A432416
※ 기관로그인 시 무료 이용이 가능합니다.
6,300원
원문정보
초록
- 영어
- Authorial voice is a remarkably slippery construct in second language (L2) argumentative writing. Given its fluid and dynamic nature, Zhao (2013) projects a framework which evokes different dimensions that writers should navigate in their L2 argumentative writing performance. However, such framework has not been empirically considered as a pedagogical one. As such, this study, adhering to Zhao’s (2013) rubric and Riazi’s (2016) innovative mixed-methods research, quantitatively examined the effect of teaching authorial voice on 27 MA students’ voice development and argumentative writing quality. Then, qualitatively, the study traced the learners’ conceptions of and potential challenges in constructing their authorial voice in their argumentative writing through stimulated recall interviews. The integrative results reveal that voice-promoting pedagogy was influential in promoting students’ voice repertoire and argumentative writing quality. Although the quantitative results revealed that the three authorial voice dimensions (i.e., the presence and clarity of ideas in content, the manner of presentation, and the writer and reader presence) were almost equally affected by the treatment, the qualitative findings showed the centrality of reader-and-writer engagement in constructing good enough voice in L2 argumentative writing performance. The pedagogical and methodological implications for L2 writing instruction and argumentative writing are also discussed.
목차
Abstract
Introduction
Authorial Voice in L2 Argumentative Writing Contexts
Methods
Mixed-Methods Design
Sampling Design
Procedure
Results
Quantitative Phase
Qualitative Phase
Discussion
Conclusion and Implications
The Authors
References
Appendix A
Appendix B
저자
간행물 정보
발행기관
-
- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
-
- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.20 No.2
피인용수 : 0건 (자료제공 : 네이버학술정보)
함께 이용한 논문 이 논문을 다운로드한 분들이 이용한 다른 논문입니다.
출처 : 네이버학술정보
0개의 논문이 장바구니에 담겼습니다.