東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

How L2 legal writers use strategies ...

Bain Butler, Donna.

Linked to FindBook

Google Book

Amazon

博客來

How L2 legal writers use strategies for scholarly writing: A mixed methods study.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	How L2 legal writers use strategies for scholarly writing: A mixed methods study./
Author:	Bain Butler, Donna.
Description:	356 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .
Contained By:	Dissertation Abstracts International71-12A.
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3426989
ISBN:	9781124295404

How L2 legal writers use strategies for scholarly writing: A mixed methods study.
Bain Butler, Donna.

How L2 legal writers use strategies for scholarly writing: A mixed methods study. - 356 p.

Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .

Thesis (Ph.D.)--University of Maryland, College Park, 2010.

This dissertation research fills existing gaps regarding the practices and processes of teaching second language (L2) writers at higher ranges of proficiency in law school context. It is a mixed methods, longitudinal, descriptive, writer-centered study. The research purpose was to explore strategic competence as a catalyst for professional proficiency in the scholarly (academic) writing of international Master of Laws (LL.M.) students who need to show analytical thinking and communicative precision in their research papers and law review articles. The theoretical framework views scholarly writing in a second language as developmental learning in two domains, language and law, and as socialized cultural practice.

ISBN: 9781124295404Subjects--Topical Terms:

1030294
Education, English as a Second Language.

How L2 legal writers use strategies for scholarly writing: A mixed methods study.
LDR:03565nam 2200361 4500 001 1393752
005 20110406093048.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124295404
035 $a (UMI)AAI3426989
035 $a AAI3426989
040 $a UMI $c UMI
100 1 $a Bain Butler, Donna. $3 1672322
245 1 0 $a How L2 legal writers use strategies for scholarly writing: A mixed methods study.
300 $a 356 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .
500 $a Adviser: Rebecca L. Oxford.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 2010.
520 $a This dissertation research fills existing gaps regarding the practices and processes of teaching second language (L2) writers at higher ranges of proficiency in law school context. It is a mixed methods, longitudinal, descriptive, writer-centered study. The research purpose was to explore strategic competence as a catalyst for professional proficiency in the scholarly (academic) writing of international Master of Laws (LL.M.) students who need to show analytical thinking and communicative precision in their research papers and law review articles. The theoretical framework views scholarly writing in a second language as developmental learning in two domains, language and law, and as socialized cultural practice.
520 $a The study showed how scholarly legal writing was both a cognitive and a social-cultural process for participants (N=6) as they shifted from the writer-centered activity of drafting to the reader-centered activity of revising and constructing knowledge. A triangulated, multi-stage design was used to collect the quantitative and qualitative data at recursive stages of writing (that is, pre-writing, drafting, and revising). The instruments developed for collecting the data raised strategy awareness for participants in the study and can be used for teaching. The research contributes to our knowledge of scholarly writing in the professions, helps us understand challenges and strategies for L2 writers in graduate programs, provides a useful way to conduct a mixed-methods writing study, reveals the interface between L2 and L1 academic legal discourse, and offers tested tools for developing professional-level competence in academic writers.
520 $a The study bridges the L1 research and L2 research literature by exploring how superior language learners used research-based strategies to build on their existing competences for professional-level research writing. This highly contextualized, learner-centered research contributes to several related fields by addressing L2 issues associated with plagiarism, the native-speaker standard, learner self-assessment and self-editing---all of which are issues of cross-cultural literacy. The following six fields are involved in and affected by this study: Applied Linguistics, Content-Based English Teaching, Composition Pedagogy, International Legal Education, Teaching English for Specific Legal Purposes, and Professional Development.
590 $a School code: 0117.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Language, Rhetoric and Composition. $3 1019205
690 $a 0441
690 $a 0530
690 $a 0681
710 2 $a University of Maryland, College Park. $b Curriculum and Instruction. $3 1022765
773 0 $t Dissertation Abstracts International $g 71-12A.
790 1 0 $a Oxford, Rebecca L., $e advisor
790 1 0 $a Alexander, Patricia $e committee member
790 1 0 $a Koziol, Steve $e committee member
790 1 0 $a Sullivan, Denis $e committee member
790 1 0 $a Lavine, Roberta $e committee member
790 $a 0117
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3426989