2019 Fiscal Year Research-status Report
Written Genres in CLIL-based University Level History Courses: A Study of Their Language and Instruction
| Project/Area Number |
18K00881
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| Research Institution | Keio University |
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Principal Investigator |
大野 真澄 慶應義塾大学, 法学部(日吉), 准教授 (50704657)
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| Co-Investigator(Kenkyū-buntansha) |
ミスコウ ゴードン 神田外語大学, 言語科学研究科, 准教授 (80595398)
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| Project Period (FY) |
2018-04-01 – 2022-03-31
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| Keywords | L2 writing / appraisal / discussion genre / CLIL / grammar pattern / evaluative language / history / SFL |
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| Outline of Annual Research Achievements |
We aimed to investigate writers' use of evaluative language in arguing essay genres in CLIL-based (Content and Language Integrated Learning) English medium world history courses. In the second year, we focused on L2 university students' use of key discourse features of Historical Discussion essays. We first graded students' essays independently by using a holistic rubric we developed for this study. Based on the scores, we divided the essays into high-graded (HGE) and lower-graded essays (LGE). We then qualitatively analyzed them for their evaluative language, sourcing techniques, cohesive links, and organizational patterning. The findings showed that LGEs displayed a diminished authorial voice compared with HGEs. In other words, the writer's views in LGEs tended to be less explicit, and relied more on the evaluative positions from source materials to make points and convey judgments. On the other hand, HGEs displayed more effective techniques for integrating source material and were marked by a more animated authorial voice orchestrating discussions and guiding readers through arguments. Another key finding is a tendency in LGEs toward the logical fallacy of false equivalency or ‘both-siderism.’ These preliminary findings were presented at the Symposium on Writing Centers in Asia.
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| Current Status of Research Progress |
Current Status of Research Progress
2: Research has progressed on the whole more than it was originally planned.
Reason
Preliminary analysis of the Discussion essays has been completed, and we have made a presentation about the findings. Furthermore, we have coded the essays using the analytic framework we developed. We are currently in the process of examining target features of the Discussion essays quantitatively and qualitatively. In addition, we began coding the Exposition and Challenge essays with the same pedagogical framework we used for the Discussion essays. We are approximately half way through this analysis. Recorded audio data of students' group activities have also been transcribed and is ready for analysis.
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| Strategy for Future Research Activity |
We plan to analyze the Discussion, Exposition, and Challenge essays using the pedagogical analytic framework we developed. Specifically, we are going to compare HGEs and LGEs to illuminate the issues that L2 university students face producing these genres. At the same time, the collected survey data is also going to be analyzed to gain insight into student writers' perceptions of genre analysis classroom activities. Transcribed audio data regarding students' group activities will be examined to identify the classroom practices that support the learning of the evaluative language patterns of these genres.
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| Causes of Carryover |
We planned to participate in conferences more than once in February and March 2020; however, due to the global epidemic of COVID‐19 (coronavirus disease), these conferences have been either canceled or postponed. Therefore, we are going to make presentations at conferences in Japan or abroad next year.
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Research Products
(1 results)
