Intervention and Revision: Expertise and Interaction in Text Mediation

Autor/inn/en	Luo, Na; Hyland, Ken
Titel	Intervention and Revision: Expertise and Interaction in Text Mediation
Quelle	In: Written Communication, 34 (2017) 4, S.414-440 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/0741088317722944
Schlagwörter	Intervention; Foreign Countries; English (Second Language); Second Language Learning; Language Teachers; Revision (Written Composition); Medical Research; Novices; Expertise; Correlation; Teacher Role; Scientific Research; Writing Skills; Second Language Instruction; Writing for Publication; Graduate Students; Doctoral Programs; Comparative Analysis; Periodicals; Interviews; Qualitative Research; Case Studies; China + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language teacher; Sprachunterricht; Korrektur; Expert appraisal; Korrelation; Lehrerrolle; Writing skill; Schreibfertigkeit; Fremdsprachenunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Interviewing; Interviewtechnik; Qualitative Forschung; Case study; Fallstudie; Case Study
Abstract	Many EAL (English as an Additional Language) scholars enlist text mediators' support when faced with the challenges of writing for international publication. However, the contributions these individuals are able to make in improving scientific manuscripts remains unclear, especially when language professionals such as English teachers do this work. In this article, we explore this topic by examining how three mediators employed their very different expertise and brought different processes to bear on the same discussion section of a medical manuscript written by a novice scholar in China. We find that successfully mediated texts are often the result of an interplay between the mediator's expertise and the relationship between the participants. Our findings contradict those of previous studies that question the role of English teachers in this process and have the potential to inform both text mediation practices and revision studies. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01