Written Genres in CLIL-based University Level History Courses: A Study of Their Language and Instruction

2020 Fiscal Year Research-status Report

• Project/Area Number: 18K00881
• Research Institution: Keio University
• Principal Investigator: 大野 真澄 慶應義塾大学, 法学部(日吉), 准教授 (50704657)
• 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)
• Project Period (FY): 2018-04-01 – 2023-03-31
• Keywords: L2 writing / appraisal / discussion genre / CLIL / grammar pattern / evaluative language / history / SFL

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 third year, we planned to analyze L2 university students’ use of key discourse features of the Discussion, Exposition, and Challenge essays using the pedagogical analytic framework we developed. However, due to maternity leave, we could not make much progress in coding and analysis of data.

Instead, we considered how our preliminary findings can be used in classroom teaching. In other words, we discussed how to draw on the materials used in the classes to illustrate how the Appraisal framework can be simplified and used in the classroom for pedagogical purposes.

Current Status of Research Progress

3: Progress in research has been slightly delayed.

Reason

We are currently in the process of examining the 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 halfway through this analysis. Recorded audio data of students’ group activities have also been transcribed and are ready for analysis.

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 analysed 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.

Causes of Carryover

We planned to participate in conferences but they have been either cancelled or postponed due to the COVID‐19 global pandemic. Therefore, we plan to present at conferences next year.