English as a Second Language Undergraduate Chinese Students' Perceptions of Their English Writing Practices, Characteristics and Goals in Four Different Writing Contexts of ESL Courses, Academic Major Classes, Personal Pleasure, and Professional Communication

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Autor/in	Ghaedi, Hadis
Titel	English as a Second Language Undergraduate Chinese Students' Perceptions of Their English Writing Practices, Characteristics and Goals in Four Different Writing Contexts of ESL Courses, Academic Major Classes, Personal Pleasure, and Professional Communication
Quelle	(2023), (168 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Wisconsin - Madison
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-7813-8
Schlagwörter	Hochschulschrift; Dissertation; English (Second Language); Second Language Instruction; Second Language Learning; Writing (Composition); Chinese; Writing Instruction; Student Attitudes; Language Usage; Student Needs; Goal Orientation; College Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Schreibübung; China; Chinesen; Schreibunterricht; Schülerverhalten; Sprachgebrauch; Zielorientierung; Zielvorstellung; Collegestudent
Abstract	Writing in an L2 presents particular challenges (e.g., acculturating into new conventions) but also opportunities (e.g., the Joseph Conrad phenomenon, Scovel, 1988). In general, writing plays diverse roles in social, professional, and academic contexts and can significantly influence a writer's life experiences. Neither L1 nor L2 writers constitute homogenous groups in terms of their writing histories, goals, needs, or desires. Schultz & Fecho (2000) explain that conceptualizations of writing development and practices should consider individual writers, their various writing contexts, and their writing needs, which shape their composing practices. This study specifically contributes to the body of research on L2 writing by investigating the needs and goals of 24 L2 Chinese ESL students at a large public Midwestern research university in the United States with regard to their L2 writing instruction on the one hand, and on the other, these students' perceptions of their writing experiences. Inspired by the L2 Motivational Self System (Dornyei, 2005, 2009), goal theories (Cumming, 2006; Locke & Latham, 2002), and genre approach studies (Moore & Morton, 2005; Swales, 1990), this study explored how participants construct themselves as L2 writers of English by looking at 1) which text types students reported writing and having written in English and with what frequency in four different contexts, i.e., ESL classes, academic major classes, personal pleasure & communication, and professional communication; 2) the goals that participants set for themselves as writers of English in each of the four writing contexts; and 3) participants' descriptions of the characteristics of their L2 English writing in each of the four writing contexts. Analyses revealed that participants' writing practices (i.e., the types of texts that they wrote and the frequency with which they wrote each) and goals in ESL classes differed from those reported for academic major classes and even more so, those named in the contexts of professional and personal communication. For example, reports and electronic media as well as short and immediate written communication formats in particular were absent from writing practices in ESL classes even though they occupied a more prominent position in other contexts. Also, the language that participants chose to describe the characteristics of their writing in English in different contexts appeared to be matched to the contexts themselves. In total, the study documents the degree and nature of divergence between ESL class writing instruction, at least at the institution under investigation, and the writing needs and goals of L2 English writers outside of ESL class, with the aim to inform future curricular decisions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01