Academic Identity Construction in Writing the Discussion & Conclusion Section of L2 Theses: Case Studies of Chinese Social Science Doctoral Students  

二语论文讨论与结语章节写作中学术身份的构建:中国社科博士生个案研究(英文)

作　　者：邓鹂鸣[1] 

机构地区：[1]武汉大学外语学院

出　　处：《Chinese Journal of Applied Linguistics》2012年第3期301-323,381,共24页中国应用语言学（英文）

基　　金：part of the project entitled "Study of the Development of Chinese Students' Generic Competence",supported by the National Grant for Social Sciences (No: 10BYY088);supported by Wuhan University Teaching Research grant entitled "A Multi-model Construction of Curriculum System for English Speciality" (No: 2011303)

摘　　要：There has been an increasing interest in studying thesis writing genre in the past two decades, however, the study on how social science doctoral students construct their academic identity in 12 thesis writing still remains underexplored to date. This paper attempts to fill the gap by examining the ways in which a cohort of Chinese social science doctoral students constructed their academic identity in the process of drafting, revising, and shaping the Discussion ＆ Conclusion section of their L2 theses. The study adopted multi-case approaches and in-depth interviews. It found that the process of the students＇ academic identity construction was fluid and dynamic. These students gradually evolved from novice student writers at the initial stage to more skilled academic writers at the later stage. The findings generated from this study offer significant implications for L2 writing pedagogy in China.近二十年来人们对论文写作语体的研究兴趣不断增长,然而,有关社科博士生在二语论文写作过程中如何构建其学术身份仍缺乏研究。本文主要采用多案例和深度访谈的研究方法探究了一批中国社科博士生在起草、修改及最终成稿讨论与结语章节过程中如何构建其学术身份,以填补空缺。研究发现:这些学生学术身份的构建过程呈现出不定的动态特质,他们由最初的学术写作新手,逐渐嬗变为较熟练的写作者。本研究所做的发现对中国二语写作教学提供了重要的启示。

关 键 词：academic identity construction writing the Discussion ＆ Conclusion section implications for L2 writing pedagogy 

分 类 号：H09[语言文字—语言学]