The Socialization of L2 Doctoral Students through Written Feedback

Autor/in	Anderson, Tim
Titel	The Socialization of L2 Doctoral Students through Written Feedback
Quelle	In: Journal of Language, Identity, and Education, 20 (2021) 2, S.134-149 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2020.1726758
Schlagwörter	Socialization; Doctoral Students; Doctoral Programs; Second Language Learning; Feedback (Response); Preferences; Student Attitudes; Departments; Personal Narratives; Self Concept; Foreign Countries; Research Universities; Role; Written Language; Case Studies; English (Second Language); Academic Language; Discourse Analysis; Asians; Canada + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Zweitsprachenerwerb; Schülerverhalten; Department; Abteilung; Erlebniserzählung; Selbstkonzept; Ausland; Forschungseinrichtung; Rollen; Geschriebene Sprache; Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Diskursanalyse; Asian; Asiat; Asiatin; Asiaten; Asiate; Kanada
Abstract	This study examined the role of written feedback in the academic discourse socialization of second language doctoral students at a Canadian research university. Using a second language socialization framework, and foregrounding the sociocultural and interactional contexts of language learning and use, this article considers written feedback to be a form of social practice that socializes students and discursively positions them into a range of identity categories, academic discourse practices, and communities. Data sources include interviews, student-produced narratives, and written feedback artifacts. The analysis focuses on the students' interpretations of, responses to, and stated preferences and dispreference towards the feedback they received. Findings reveal that feedback played a formative role in their broader socialization and contributed to the co-construction of academic identities and (in)access to preferred discourse practices in their departments and disciplines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01