Academic presentations : exploring the second language socialization of international graduate students across disciplines
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Notice bibliographique
Résumé
This study examined the language socialization of international students in the graduate school context of a western Canadian university. Focusing on one pervasive speech event, academic presentations (APs), this study explored the role this socioculturally organized activity played in facilitating students' linguistic and sociocultural development, and how it aided them in negotiating their entry into the academic world. The participants in this study included 55 graduate students and nine course instructors. Thirty seven students were native speakers (NSs) of English, while the remaining 18- -the focal participants of this study—were non-native speakers of English (NNSs). The sites were seven graduate courses in six different departments in three different faculties (Faculty of Medicine, Faculty o f Arts, and Faculty o f Applied Science). A qualitative approach was employed, and thus multiple kinds of data were gathered over a four-month period. Data collection methods included: (a) open-ended interviews with participants; (b) tape-recorded observations of APs; (c) researcher's fieldnotes of APs; and (d) collection of written documents (e.g., course outlines). Data were analyzed following Bogdan and Biklen (1992) by identifying major and minor themes while iteratively going over the data. A comparison of APs across disciplines is included, examining aspects such as A P content, sequence, length, and format. As well, an analysis of the qualities promoted in each field and of the multiple purposes APs fulfil is provided and related to the complex socialization (i.e., both linguistic and sociocultural) of international graduate students. Findings of the study suggested that APs are a complex task whose meaning is not fixed, but rather is determined by the interplay of the broad context of the academic world, the micro-context of each community of practice, and ultimately by each individual. With regard to the language socialization 6f NNSs, APs challenged students in both linguistic and sociocultural ways. However, by observing, participating in, and reflecting on APs, students gained increased membership and competence within their academic communities.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,003 | 0,000 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle