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|Title:||An Action Research Study of an Academic English Writing Course for Graduate Students in Taiwan|
Department of English, NTNU
Graduate students in Taiwan face the chal1enge of learning to write English academical1y in a relative1y short period of time. Although some studies have been conducted to compare writing from Taiwanese students and that from native speakers, little is known on how students' academic writing ability develops or the relation of types of development to course content and methodology. By mainly adopting Bibers'(1988) multidimensional analysis and Shaw and Liu's (1 998) academic linguistic variables, this paper examines whether a sernester-long 2-credit expository writing course can have an impact on guiding graduate students to write in a more academic rnanner under an action research project. Twenty-two graduate students from a semester-Iong expository writing course participated. ln the beginning, a questionnaire of needs analysis was distributed to understand leamers' expectations about learning English. Pre-semester and post-semester timed in-class essays were analyzed. Frequencies of register features analyzed include five factors typical in academic writing: impersonality, forrnality, explicitness, syntactic structures, hedging, and spoken metadiscoursal formulae. For the course syl1abus, typical textbooks in print, online rnaterials and in-class exercises were incorporated. The register features of student writing indicated that mostly leamers moved toward a style more academic-like with an increase of obligatory moves, formal style, and use of some metadiscoursal rnarkers. They pointed out learning needs of their graduate study, and they thought several aspects of the course were effective and helpful for their writing needs. Reflections on improvement ofthe course are discussed.
|Appears in Collections:||英語教學|
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