Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/55716


Title: 從學術寫作素養與知識創新談台灣學者如何解決學術發表的困境
Other Titles: Development of Academic Literacy and Knowledge Construction: Problems and Solutions of L2 Writing for Scholarly Publication
Authors: 劉怡君
Contributors: 國立政治大學外文中心
行政院國家科學委員會
Keywords: 語文
Date: 2011
Issue Date: 2012-11-20 13:44:26 (UTC+8)
Abstract: 英文學術發表對研究生或學者而言是畢業、就業、升等、加薪、與評鑑的關鍵。然而,並非人人都能自我摸索出寫作發表的有效策略。如果NNES 學者沒有意識到除了寫作字面問題外,研究文章還可能存在其他更複雜的問題,其寫作發表的努力將會只是緣木求魚、徒勞無功。為了瞭解臺灣學者學術寫作素養的發展瓶頸,本文的第一個目的就是要研究台灣學者的學術素養與認知發展,藉此探討臺灣學術的發展或改進策略。筆者將以情境民族誌研究方法(contextualized ethnographic study), 長期縱向 (longitudinal study)的質性分析深度探討台灣特有學術寫作社會與文化情境、瞭解學者主要學術社群互動與學者寫作發表常遇到的問題。除此之外,本研究的第二個研究目的要從社會認知學的角度探討專家型學者與非專家學者在學術素養上的認知差異。筆者計畫以三年的時間深度面談在應用語言學領域或人文社會科學領域的學者。預計訪談人數為二十至三十人,訪談對象分為三大類別:專家型學者 (established researchers)、發展中學者(emerging researchers)、初學者 (novice researchers)。除了深度面談外,資料收集也包括參與者的發表文稿、參與者與筆者往返的email 或 Facebook 通訊資料,以及所屬教學單位的教學、研究、升等等相關政策或資料。本研究結果對個人研究發表、教育發展、學術寫作課程設計可提供思考方向。
Standard English has continually been the dominant language widely required in the “mainstream” academic community for publication purpose. Although many researchers have concerned that the academic discourse and the conventions of scholarly publication in North American and Western European countries may encourage knowledge exclusion, ideological imposition and cultural hegemony (Canagarajah, 1996), international scholars strive for obtaining the membership of this discourse community. These culturally/linguistically exclusive requirements of publication mire EFL researchers in disadvantage of participating in knowledge construction and intellectual communication. To understand the particular issue of international scholarly publication in English in Taiwan, a contextual ethnographic study will be designed and conducted. This study investigates the difficulties of NNES researchers in writing for publication and attempts to explore the differences among established, emerging and novices researchers from social-cultural and social-cognitive perspectives in order to offer solutions in teaching and learning. The research questions are: 1. What are the difficulties of EFL researchers in writing for publication? 2. What are the differences between expert and novice researchers in academic research and publication? 3. What are the solutions or implications for learning writing for publication? A longitudinal case study will be conducted. Multiple data will be collected from 20-30 researchers whose mother tongue is Chinese. Data consist of in-depth individual interviews protocols, manuscripts, publication articles, email/facebook correspondence and institutional policies. Through data triangulation, NNES researchers’ publication difficulties can be detected or emerged, categorized and analyzed. To answer the second research question, a comparative study will be conducted to distinguish the differences of academic literacy among the established, emerging and novice researchers. Based on the theories of situated learning (Lave and Wenger, 1991) and cognitive transfer (Salomon and Perkins, 1987), the author would discuss how situated learning encourages transfers of higher order thinking that crosses cultural and linguistic boundaries. Finally, implications of academic literacy are suggested to encourage L2 researchers’ legitimate peripheral participation.
Relation: 應用研究
學術補助
研究期間:10008~ 10107
研究經費:544仟元
Data Type: report
Appears in Collections:[外文中心] 國科會研究計畫

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