{"title":"会议演讲准备会是工程研究团队学术话语社会化的场所","authors":"Elif Burhan-Horasanlı","doi":"10.1016/j.esp.2024.06.002","DOIUrl":null,"url":null,"abstract":"<div><p>This situated case study focuses on two international doctoral students' academic socialization processes in conference presentation preparation sessions in an engineering research team at a university located in the United States. Language socialization theory (Schieffelin & Ochs, 1986) and dramaturgical theory (Goffman, 1959) were utilized as conceptual lenses to examine the students' academic socialization processes. Based on ethnographic observations, videotaping of team interactions, and semi-structured interviews, the study focused on the research team's use of corrective feedback as the unit of analysis. The findings showed that the research team socialized the students into specific ways of using language on PowerPoint slides, professional vision, and oral conference performance. The study contributes to existing research by discussing 1) how academic socialization is inextricably linked with various competencies and thus is a multifaceted process, and 2) the systematic nature of academic discourse socialization in communities of practice which are located at the intersections of professional and academic interaction.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"76 ","pages":"Pages 41-56"},"PeriodicalIF":3.2000,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Conference presentation preparation sessions as a site for academic discourse socialization in an engineering research team\",\"authors\":\"Elif Burhan-Horasanlı\",\"doi\":\"10.1016/j.esp.2024.06.002\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>This situated case study focuses on two international doctoral students' academic socialization processes in conference presentation preparation sessions in an engineering research team at a university located in the United States. Language socialization theory (Schieffelin & Ochs, 1986) and dramaturgical theory (Goffman, 1959) were utilized as conceptual lenses to examine the students' academic socialization processes. Based on ethnographic observations, videotaping of team interactions, and semi-structured interviews, the study focused on the research team's use of corrective feedback as the unit of analysis. The findings showed that the research team socialized the students into specific ways of using language on PowerPoint slides, professional vision, and oral conference performance. The study contributes to existing research by discussing 1) how academic socialization is inextricably linked with various competencies and thus is a multifaceted process, and 2) the systematic nature of academic discourse socialization in communities of practice which are located at the intersections of professional and academic interaction.</p></div>\",\"PeriodicalId\":47809,\"journal\":{\"name\":\"English for Specific Purposes\",\"volume\":\"76 \",\"pages\":\"Pages 41-56\"},\"PeriodicalIF\":3.2000,\"publicationDate\":\"2024-06-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"English for Specific Purposes\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0889490624000358\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"English for Specific Purposes","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0889490624000358","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}
Conference presentation preparation sessions as a site for academic discourse socialization in an engineering research team
This situated case study focuses on two international doctoral students' academic socialization processes in conference presentation preparation sessions in an engineering research team at a university located in the United States. Language socialization theory (Schieffelin & Ochs, 1986) and dramaturgical theory (Goffman, 1959) were utilized as conceptual lenses to examine the students' academic socialization processes. Based on ethnographic observations, videotaping of team interactions, and semi-structured interviews, the study focused on the research team's use of corrective feedback as the unit of analysis. The findings showed that the research team socialized the students into specific ways of using language on PowerPoint slides, professional vision, and oral conference performance. The study contributes to existing research by discussing 1) how academic socialization is inextricably linked with various competencies and thus is a multifaceted process, and 2) the systematic nature of academic discourse socialization in communities of practice which are located at the intersections of professional and academic interaction.
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.