The impact of classroom oral interactions on academic literacy development: Pedagogical implications and learning strategies

课堂口头互动对学术素养发展的影响：教学意义和学习策略

• 批准号: 21K13074
• 负责人: 望月 尚子
• 金额: $ 2.83万
• 依托单位: Kanda University of International Studies
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Early-Career Scientists
• 财政年份: 2021
• 资助国家: 日本
• 起止时间: 2021-04-01 至 2025-03-31
• 项目状态: 未结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-21K13074/
• 关键词: academic essay writing; genre knowledge; feedback; dialogic interaction; translanguaging; genre pedagogy; peer feedback; Academic literacy; Oral interactions; Learning strategies; Critical thinking; Creativity

To explore students' academic literacy development, I focused on students' genre knowledge as they engage in genre-based tasks in class. I finished the whole data collection (in the first and the second semester). I organized the first half of the data and analyzed it to address the first research question (see below), adopting a general inductive approach inspired by grounded theory. I finished the analysis and began to write the first paper to submit to a peer review journal.I reformulated four research questions, for each of which I will write an article to submit for publication. The first research question that I am addressing in the paper I currently write regards how students perceive text-context relationships in academic essay writing and how they drew on those understandings as they wrote.

为了探索学生的学术素养发展，我重点关注学生在课堂上从事基于类型的任务时的类型知识。我完成了整个数据收集（第一学期和第二学期）。我组织了前半部分数据并对其进行了分析，以解决第一个研究问题（见下文），采用了受扎根理论启发的一般归纳方法。我完成了分析，并开始撰写第一篇论文，提交给同行评审期刊。我重新提出了四个研究问题，每个问题我都会写一篇文章提交发表。我在目前撰写的论文中要解决的第一个研究问题是学生如何看待学术论文写作中的文本与上下文关系，以及他们在写作时如何利用这些理解。

项目成果

Genre-based pedagogy and writers' emerging genre knowledge

基于类型的教育学和作家的新兴类型知识

• 发表时间: 2023
• 作者: Ostman;David;Naoko Mochizuki
• 通讯作者: Naoko Mochizuki