“I notice I'm getting more involved, interested, and excited about my future topic.” Action research as a transition from research steps to navigating graduate students' scholarly dispositions

IF 3.1 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Michelle Bedeker , Sulushash Kerimkulova
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引用次数: 0

Abstract

Graduate students often approach research with predefined steps emphasising procedural aspects that occasionally expose their inadequate preparation for research as social practice. The purpose of this paper is to show how an action research (AR) methodology, in conjunction with English for Specific Purposes (ESP) and Systemic Functional Linguistics (SFL), has facilitated the scaffolding of explicit formal, rhetorical, procedural, and strategic knowledge in research discourse. We followed a cyclical action research model consisting of 1) recognising students' limited understanding of research as a social practice, 2) developing interventions to promote understanding of how language is structured, represented, and negotiated in scientific discourse, 3) results of the intervention, and 4) reflection. Thematic analysis of six participants' data, including their tasks, reflections, and draft proposals, revealed a discernible progression towards scholarly thinking, transformative learning, and the embodiment of scholarly identity. Integrating ESP and SFL frameworks enhanced our ability to guide students through research-specific discourses, moving beyond a purely theoretical understanding to engage in authentic practices. This approach contributed to the cultivation of Communities of Practice (CoP) in which student-faculty collaboration fostered a shared scholarly mindset and facilitated the gradual integration of students into these academic communities.

"我发现自己对未来的课题越来越投入,越来越感兴趣,也越来越兴奋"。行动研究作为从研究步骤到引导研究生学术态度的过渡
研究生在进行研究时,往往会采取预先确定的步骤,强调程序方面的问题,这偶尔会暴露出他们对作为社会实践的研究准备不足。本文旨在说明行动研究(AR)方法如何与专门用途英语(ESP)和系统功能语言学(SFL)相结合,在研究话语中促进了明确的形式、修辞、程序和策略知识的构建。我们采用了一种循环行动研究模式,包括:1)认识到学生对研究作为一种社会实践的理解有限;2)制定干预措施,以促进对科学话语中语言的结构、表现和协商方式的理解;3)干预措施的结果;4)反思。对六位参与者的数据(包括他们的任务、反思和建议草案)进行的专题分析表明,他们在学术思维、变革性学习和学术身份的体现方面取得了明显的进步。将 ESP 和 SFL 框架结合起来,增强了我们引导学生进行特定研究论述的能力,超越了纯理论的理解,参与了真实的实践。这种方法有助于培养实践社区(CoP),其中师生合作培养了共同的学术思维,促进了学生逐步融入这些学术社区。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.60
自引率
13.30%
发文量
81
审稿时长
57 days
期刊介绍: The Journal of English for Academic Purposes provides a forum for the dissemination of information and views which enables practitioners of and researchers in EAP to keep current with developments in their field and to contribute to its continued updating. JEAP publishes articles, book reviews, conference reports, and academic exchanges in the linguistic, sociolinguistic and psycholinguistic description of English as it occurs in the contexts of academic study and scholarly exchange itself.
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