Hidden Voices: L2 Students' Compensatory Writing Strategies

Autor/inn/en	Stockall, Nancy; Villar Cole, Corinna
Titel	Hidden Voices: L2 Students' Compensatory Writing Strategies
Quelle	In: Teaching in Higher Education, 21 (2016) 3, S.344-357 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2016.1144586
Schlagwörter	Writing (Composition); Writing Strategies; Second Language Learning; Citations (References); Undergraduate Students; Qualitative Research; Academic Discourse; Second Language Instruction; Student Attitudes; Writing Assignments; Role; Writing Processes; Spanish; Native Language; English (Second Language); Plagiarism; Teaching Methods; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Schreibübung; Schreibtechnik; Zweitsprachenerwerb; Citations; Zitat; Qualitative Forschung; Discourse; Diskurs; Fremdsprachenunterricht; Schülerverhalten; Rollen; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Plagiat; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This qualitative research study examines how 12 undergraduate second-language learners understood the concept of citations in academic writing. The following questions guided this study: What are the participants' beliefs about citing research? How do students conceive the role and function of citations in their writing assignments? How do they make decisions about what and what not to cite? Results indicated that students believed that citations were a superficial accessory to the main text and only cited information to comply with teacher directives, thereby, sacrificing their own empowerment in the writing process. To overcome their unfamiliarity with academic prose, students created specific compensatory writing strategies. Although this study included only L2 students, the findings are consistent with the research involving monolingual students. This research can inform educators about the need to engage undergraduate students in participatory discussions about the role, function, and power of referencing within a privileged academic discourse. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01