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

• 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

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在基于CLIL的（内容和语言综合学习）中使用评估语言的SH中等历史课程。我们在突尼斯举行的国际SFL会议上，我们对我们的分析方法进行了反馈。我们对评估特征的初步分析是出于疾病的目的。报告已经与流派分析和教育学结构和高级学生撰写的关系有关（Myskow，2023年）。

项目成果

Birkbeck, University of London(英国)

伦敦大学伯贝克学院（英国）

A matter of facts: L2 writers’ use of evidence and evaluation in biographical essays

事实问题：二级作者在生物学论文中使用证据和评估

• DOI: 10.1016/j.jslw.2018.08.002
• 发表时间: 2018
• 期刊: Journal of Second Language Writing
• 影响因子: 6.1
• 作者: Myskow;G.;& Ono;M.
• 通讯作者: M.

Direct quotations in the rhetorical structure of literature PhD thesis introductions

文学博士论文引言中的直接引语修辞结构

• DOI: 10.1075/etc.00049.ono
• 发表时间: 2022
• 期刊: English Text Construction
• 影响因子: 0.3
• 作者: Ono;Masumi & Petric;Bojana
• 通讯作者: Bojana

FACTS matter: Connecting evidence and evaluation in the historical biography genre

事实很重要：连接历史传记类型的证据和评价

• 发表时间: 2019
• 作者: Myskow;G.;& Ono;M.
• 通讯作者: M.

Linguistic challenges of inductive discourse: Analysis of L2 writers' historical discussion essays

归纳话语的语言挑战：二语作家的历史讨论文章分析

• 发表时间: 2020
• 作者: Ono;M.;& Myskow;G.
• 通讯作者: G.