导师及其博士生对博士论文结果部分写作问题的看法

IF 3.2 1区 文学 Q1 LINGUISTICS
Shih-Chieh Chien , Wei-Yan Li
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引用次数: 0

摘要

过去,尽管人们对博士论文写作的整体探讨或结果部分的移动分析给予了很多关注,但很少有研究探讨EFL博士生在撰写此类部分时是如何不断出现问题的。本研究关注教育学和化学领域的学生在撰写论文结果部分时遇到的问题,通过对十对导师和学生进行半结构式访谈,调查学生的理解与导师的理解在多大程度上保持一致。结果表明:(1) 学科差异在成果部分的写作中起着重要作用;(2) 同一学科的指导教师和学生对成果部分写作的目的有一定程度的理解,但不同学科的总体结果不同;(3) 指导教师和学生对学生出现问题的原因缺乏共识,尤其是在化学领域;(4) 无论哪个学科,学生都倾向于将其问题归因于语言能力有限,而其指导教师则提供了其他原因。根据研究结果,讨论了对写作教学的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Perceptions of supervisors and their doctoral students regarding the problems in writing the doctoral dissertation results section

In the past, whereas much attention has been paid to exploring doctoral dissertation writing as a whole or the move analysis of results section, there is a dearth of studies examining how the problems keep posing for doctoral EFL students in writing such a section. The current study focused on students' problems when they write the results section of their dissertations in the fields of education and chemistry, and investigated the degree to which students' understanding was in line with that of their supervisors through semi-structured interviews with ten pairs of supervisors and students. The results showed that (1) disciplinary differences played an important role in writing the results section; (2) supervisors and students in the same discipline understood the purposes of writing the results section to a certain extent, but the overall result varied in different disciplines; (3) there was a lack of agreement between supervisors and students regarding the reasons for the students' problems, especially in the field of chemistry; and (4) students, regardless of discipline, tended to attribute their problems to limited language proficiency while their supervisors provided reasons other than that. In light of the findings, the pedagogical implications for writing instruction are discussed.

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来源期刊
CiteScore
5.70
自引率
8.00%
发文量
41
审稿时长
62 days
期刊介绍: English For Specific Purposes is an international peer-reviewed journal that welcomes submissions from across the world. Authors are encouraged to submit articles and research/discussion notes on topics relevant to the teaching and learning of discourse for specific communities: academic, occupational, or otherwise specialized. Topics such as the following may be treated from the perspective of English for specific purposes: second language acquisition in specialized contexts, needs assessment, curriculum development and evaluation, materials preparation, discourse analysis, descriptions of specialized varieties of English.
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