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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).

本研究旨在探讨在以CLIL为基础的英语媒体世界历史课程中，二语作者在论述文章体裁时使用评价性语言的情况。我们计划使用我们开发的教学分析框架来分析二语大学生对讨论、阐述和挑战文章中关键语篇特征的使用。这项分析尚未完成。然而，我们能够在突尼斯举行的国际SFL会议上获得有关我们分析方法的宝贵反馈，该会议由共同研究者参加，他在题为SFL论证流派和他们承担的逻辑谬误的演讲中介绍了我们的初步研究结果。根据与会者的反馈和其他考虑，我们已经确定，我们的数据，从我们的初步分析的评价功能是足够的目的，说明适应的评价框架，在课堂上使用，以教的关键特点的争论体裁。然而，我们计划用以前收集的调查和课堂观察数据来补充我们现有的语言数据，以更丰富地描述其应用。上一份报告中提到的评估框架的教学应用工作已经出版（Myskow，2023年）。在体裁分析和教学法方面，还发表了一篇研究论文，调查高级学生写作的修辞结构和引用使用（Ono & Petric，2022）。