"If You Don't Tell Me, How Can I Know?": A Case Study of Four International Students Learning To Write the U.S. Way.

Autor/inn/en	Angelova, Maria; Riazantseva, Anastasia
Titel	"If You Don't Tell Me, How Can I Know?": A Case Study of Four International Students Learning To Write the U.S. Way.
Quelle	(1998), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; English for Academic Purposes; English (Second Language); Foreign Students; Graduate Students; Higher Education; Second Language Instruction; Second Language Learning; Student Journals; Writing Evaluation; Writing Instruction + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fremdsprachenunterricht; Zweitsprachenerwerb; Studentenzeitung; Schreibunterricht
Abstract	A study examined the problems that four graduate students of various linguistic and cultural backgrounds encountered during their initiation to the written discourse community of American academia during their first year of graduate study in the United States, and how these problems were dealt with. Qualitative data including participant and faculty interviews, observations, analysis of writing samples, and reflective journals kept by the subjects were collected. These data illustrated the kinds of difficulties the students encounter in the process of adapting to the requirements of a discipline-specific written discourse. The difficulties reflect the complexity of writing as an activity that can be viewed from at least three perspectives: cognitive; social; and cultural. Results suggest that international students bring with them to the U.S. classrooms writing experiences that sometimes differ from the writing conventions of American academia, and need assistance in successfully adjusting to the new academic environment. However, this assistance will only be available if both international students and their faculty are made aware of intercultural differences in writing and explicitly address them. (Contains 46 references.) (Author/MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01