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.

为了探究学生的学术素养发展，我关注学生在课堂上从事体裁任务时的体裁知识。我完成了整个数据收集（第一学期和第二学期）。我组织了前半部分的数据，并对其进行了分析，以解决第一个研究问题（见下文），采用了一种受扎根理论启发的一般归纳方法。我完成了分析，开始写第一篇论文，提交给同行评议期刊。我重新制定了四个研究问题，我将为每个问题写一篇文章提交发表。在我目前撰写的论文中，我要解决的第一个研究问题是关于学生如何感知学术论文写作中的文本-上下文关系，以及他们如何在写作时利用这些理解。

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