Written Genres in CLIL-based University Level History Courses: A Study of Their Language and Instruction

基于 CLIL 的大学历史课程中的书面体裁：对其语言和教学的研究

基本信息

批准号：
18K00881
负责人：
大野真澄
金额：
$ 1.41万
依托单位：
Keio University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2018
资助国家：
日本
起止时间：
2018-04-01 至 2024-03-31
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-18K00881/
关键词：
L2 writing appraisal discussion genre CLIL grammar pattern evaluative language history SFL biography genre history subject-matter written genres classroom discourse

项目摘要

We aimed to investigate L2 writers' use of evaluative language in arguing essay genres in CLIL-based (Content and Language Integrated Learning) English medium world history courses. We planned to analyze L2 university students’ use of key discourse features of the Discussion, Exposition, and Challenge essays using the pedagogical analytic framework we developed. This analysis is not yet complete. However, we were able to gain valuable feedback on our analytical methods at an International SFL conference in Tunisia attended by the co-investigator, where he presented our preliminary findings in a presentation titled SFL Arguing Genres and the Logical Fallacies they Afford. Based on feedback from conference participants and other considerations, we have determined that our data from our preliminary analysis of Appraisal features is sufficient for the purposes of illustrating adaptations of the Appraisal framework for use in the classroom to teach key features of arguing genres. However, we plan to supplement our existing linguistic data with previously collected survey and classroom observational data for a richer description of its applications. The work on pedagogical applications of the Appraisal framework mentioned in the previous report has since been published (Myskow, 2023). In relation to genre analysis and pedagogy, a research paper investigating the rhetorical structure and citation use of advanced students’ writing has also been published (Ono & Petric, 2022).

我们旨在调查L2作者对评估语言的使用，以争论基于CLIL的（内容和语言综合学习）英语中型世界历史课程的论文类型。我们计划使用我们开发的教学分析框架来分析L2大学生对讨论，论述和挑战论文的关键话语特征的使用。该分析尚未完成。但是，我们能够在突尼斯举行的国际SFL会议上获得共同投票人员参加的国际SFL会议上的有价值的反馈，在那里他在题为SFL的演讲中提出了我们的初步发现，称为SFL争论类型及其负担的逻辑谬论。根据会议参与者和其他考虑因素的反馈，我们确定我们对评估特征的初步分析的数据足以说明在课堂上使用评估框架的适应，以教授论证流派的关键特征。但是，我们计划通过先前收集的调查和课堂观察数据来补充现有的语言数据，以对其应用进行更丰富的描述。此后，上一份报告中提到的评估框架的教学应用的工作已发表（Myskow，2023年）。关于类型分析和教学法，还发表了一份研究论文，研究了高级学生写作的修辞结构和引文使用（Ono＆Petric，2022年）。