Intertextuality in foreign-language academic writing in English A mixed-methods study of university students’ writing products and processes in source-based disciplinary assignments
Dissertation, Universität Bremen, 2021
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Körperschaft: | |
| Weitere Verfasser: | , , |
| Format: | UnknownFormat |
| Sprache: | eng |
| Veröffentlicht: |
Bremen
2021
|
| Schlagworte: |
second language writing
> academic writing
> intertextuality
> writing process
> source use
> paraphrasing
> learner corpus research
> mixed methods
> Mixed Methods Design
> stimulated recall
> foreign language writing
> source-based writing
> integrated writing task
> learner writing
> novice writers
> corpus linguistics
> English linguistics
> writing research
> linguistics
> writing
> English
> English Language Teaching
> Hochschulschrift
|
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
Tag hinzufügen | Zusammenfassung: | Dissertation, Universität Bremen, 2021 This dissertation explores intertextuality in the writing processes and products of English-language academic writing. Using a mixed-methods approach, it investigates how German university students use the source text when writing in their foreign language (L2) English. Intertextual strategies are analysed in a corpus of reading reports, i.e. disciplinary assignments based on a single source text. Furthermore, six L2 writers’ processes of writing a reading report are studied using screen recordings and stimulated recall data. Intertextual links such as paraphrases as well as strategies of attribution, referencing, reporting, and (strategic) textual borrowing are analysed in order to shed light on how students create and combine intertextual manifestations in L2 academic writing. By combining a corpus and a process study in an innovative study design, this dissertation contributes to our understanding of how novice writers create and conceptualise intertextuality. The study adopts a positive perspective by focusing on proficient source use. It examines students’ strategies and identifies patterns of intertextuality in the writing process and the product. Its results bear important implications for foreign-language writing research and the teaching of source use in academic contexts. |
|---|---|
| Beschreibung: | vii, 246 Seiten Illustrationen |