A Critical Reflection on the Discourse Community: A Basis for Current L2 Academic Literacy Scholarship

• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: Hyechong park
• 간행물 정보: 『영어교육연구』제24권 4호, 93~111쪽, 전체 19쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2012.12.31

영문 초록

This paper argues that students’ identification with an academic discourse community is crucial in their meaning making and learning composition and academic literacy. I apply theoretically distinct understandings of the discourse community offered by John Swales, Paul Prior, and Suresh Canagarajah to L2 academic literacy studies. Swales’ genre-based approach assumes that students pragmatically accommodate to the expectations of a discourse community. Prior’s approach is grounded in the sociohistoric activity system of a discourse community and disciplinary enculturation to it. Canagarajah’s approach examines critical theories of how power is embedded in a discourse community. Bringing together the work of these scholars suggests that in practice, academic literacy needs a discipline-specific and genre-specific training method. Therefore, instructors’ understanding of academic literacy theories and their distinct positioning regarding the discourse community can help them facilitate students’ identification and learning.

목차

Ⅰ. INTRODUCTION

Ⅱ. THREE SCHOLARS

Ⅲ. PEDAGOGICALIMPLICATIONS & CONCLUDING REMARK

REFERENCES

키워드

academic literacy composition discourse community genre identification