探索 EFL 学习者的学术读写能力发展：生态学视角

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2024-04-26 DOI:10.1002/tesq.3325

Dongying Li, Lian Zhang

{"title":"探索 EFL 学习者的学术读写能力发展：生态学视角","authors":"Dongying Li, Lian Zhang","doi":"10.1002/tesq.3325","DOIUrl":null,"url":null,"abstract":"Academic literacy development is shaped by multiple individual and contextual factors that mutually interact with one another. Previous studies have identified some of the factors, but few explored their complex and dynamic interactions in students' writing practices. The study adopts a case study method to examine EFL learners' academic literacy development from an ecological perspective. Findings reveal that (1) affordances and constraints are not predetermined categories but are interactive and emergent; (2) personal traits largely shape the way learners perceive, appropriate, and interact with contextual affordances; (3) complex person‐environment interactions are generally situated within the dialectical relationship between agency and structure in connected literate activities; (4) the way students characterize and shape their relations with contextual affordances/constraints bears developmental effects. The study unveils complex person‐environment interactions in EFL learners' academic literacy development while shedding light on relevant pedagogical practices.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"25 1","pages":""},"PeriodicalIF":3.0000,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring EFL Learners' Academic Literacy Development: An Ecological Perspective\",\"authors\":\"Dongying Li, Lian Zhang\",\"doi\":\"10.1002/tesq.3325\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Academic literacy development is shaped by multiple individual and contextual factors that mutually interact with one another. Previous studies have identified some of the factors, but few explored their complex and dynamic interactions in students' writing practices. The study adopts a case study method to examine EFL learners' academic literacy development from an ecological perspective. Findings reveal that (1) affordances and constraints are not predetermined categories but are interactive and emergent; (2) personal traits largely shape the way learners perceive, appropriate, and interact with contextual affordances; (3) complex person‐environment interactions are generally situated within the dialectical relationship between agency and structure in connected literate activities; (4) the way students characterize and shape their relations with contextual affordances/constraints bears developmental effects. The study unveils complex person‐environment interactions in EFL learners' academic literacy development while shedding light on relevant pedagogical practices.\",\"PeriodicalId\":48245,\"journal\":{\"name\":\"Tesol Quarterly\",\"volume\":\"25 1\",\"pages\":\"\"},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2024-04-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Tesol Quarterly\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1002/tesq.3325\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Tesol Quarterly","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1002/tesq.3325","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

学术素养的发展受多种个人因素和环境因素的影响，而这些因素又是相互影响的。以往的研究发现了其中一些因素，但很少有研究探讨这些因素在学生写作实践中复杂而动态的相互作用。本研究采用案例研究法，从生态学的角度考察 EFL 学习者的学术素养发展。研究结果表明：(1) 能力和限制不是预先确定的类别，而是互动的、新出现的；(2) 个人特质在很大程度上决定了学习者感知、适应和与情境能力互动的方式；(3) 复杂的人与环境的互动一般是在有联系的读写活动中机构与结构之间的辩证关系中进行的；(4) 学生描述和塑造他们与情境能力/限制的关系的方式会对发展产生影响。本研究揭示了 EFL 学习者学术读写能力发展中复杂的人-环境互动关系，同时揭示了相关的教学实践。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Exploring EFL Learners' Academic Literacy Development: An Ecological Perspective

Academic literacy development is shaped by multiple individual and contextual factors that mutually interact with one another. Previous studies have identified some of the factors, but few explored their complex and dynamic interactions in students' writing practices. The study adopts a case study method to examine EFL learners' academic literacy development from an ecological perspective. Findings reveal that (1) affordances and constraints are not predetermined categories but are interactive and emergent; (2) personal traits largely shape the way learners perceive, appropriate, and interact with contextual affordances; (3) complex person‐environment interactions are generally situated within the dialectical relationship between agency and structure in connected literate activities; (4) the way students characterize and shape their relations with contextual affordances/constraints bears developmental effects. The study unveils complex person‐environment interactions in EFL learners' academic literacy development while shedding light on relevant pedagogical practices.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

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.