Individual Networks of Practice and Socialization into Academic Writing Outside the Classroom: A Case Study of an English Learner in Japan

IF 3 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Tesol Quarterly Pub Date : 2024-09-03 DOI:10.1002/tesq.3350
John Bankier
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引用次数: 0

Abstract

The theory of language socialization and its subfield academic discourse socialization consider how newcomers are socialized into the practices and identities of communities through interaction with various communicative partners. Drawing on the framework of individual networks of practice, this case study considers the academic writing practices of an English as a foreign language (EFL) learner (Tomomi) at a university in Japan through the lens of her outside‐classroom social network. Data were drawn from a study of seven first‐year Japanese university students and included interviews, writing assignments with written feedback, and class materials. Through inductive qualitative analysis, shared English academic discourse practices were identified across all participants. For this case study, Tomomi's interview accounts and out‐of‐class social network were considered in light of these practices to determine her socialization trajectory. Analysis showed Tomomi leveraged many informal social ties to access writing‐related support outside the classroom, building knowledge of (and sense of competence in) writing practices. Her interpretations of teacher‐written feedback shaped how she evaluated peers as sources of writing support, leading Tomomi to refine her network to individuals who could best support her socialization. The study demonstrates how socialization into academic practices in EFL contexts can also transform out‐of‐class networks.
课外学术写作的个人实践网络和社会化:日本英语学习者案例研究
语言社会化理论及其子领域学术话语社会化考虑的是新来者如何通过与各种交际伙伴的互动而社会化到社区的实践和身份中去。本案例研究借鉴了个人实践网络的框架,通过课堂外社交网络的视角,探讨了日本一所大学的英语作为外语(EFL)学习者(Tomomi)的学术写作实践。研究数据来自对七名日本大学一年级学生的研究,包括访谈、有书面反馈的写作作业和课堂材料。通过归纳式定性分析,确定了所有参与者共同的英语学术话语实践。在本案例研究中,智美(Tomomi)的访谈记录和课外社交网络都是根据这些实践来确定她的社会化轨迹的。分析表明,Tomomi利用许多非正式的社会关系,在课堂外获得与写作相关的支持,积累写作实践的知识(和能力感)。她对教师书面反馈的解释决定了她如何评价作为写作支持来源的同伴,从而使 Tomomi 将她的网络细化为能够最好地支持她社会化的个人。这项研究表明,在英语语言环境中,学术实践的社会化也可以改变课外网络。
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来源期刊
Tesol Quarterly
Tesol Quarterly Multiple-
CiteScore
6.40
自引率
6.20%
发文量
84
期刊介绍: TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -first and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.
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