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

The oral academic discourse of inter...

Tapper, Joanna.

Linked to FindBook

Google Book

Amazon

博客來

The oral academic discourse of international college students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The oral academic discourse of international college students./
Author:	Tapper, Joanna.
Description:	549 p.
Notes:	Co-Directors: Donna M. Johnson; Duane H. Roen.
Contained By:	Dissertation Abstracts International53-11A.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9309018

The oral academic discourse of international college students.
Tapper, Joanna.

The oral academic discourse of international college students. - 549 p.

Co-Directors: Donna M. Johnson; Duane H. Roen.

Thesis (Ph.D.)--The University of Arizona, 1992.

The purpose of this study was to investigate the oral participation of freshman International Students (ISs) in college content classes. The research questions were: (i) how much do ISs speak in different academic situations; (ii) what discourse moves do ISs make, especially initiation moves; and (iii) what are the exchange patterns into which IS discourse moves are organized. The naturally occurring discourse of eight freshman undergraduate ISs studying in a variety of fields was tape-recorded in four academic situations (lectures, laboratory sessions, freshman composition classes, and student/teacher writing conferences). Analysis of the transcripts showed that the amount of IS talk varied across the four situations, and among the eight students. The frequency of student moves also varied among the students and across situations, with student questions the most frequent move in lectures, student offer moves in labs, offered responses in composition classes, and nominated responses in conferences. The most frequent exchange patterns in lectures, labs and conferences were 2-part exchanges, but the 3-part exchange was the most frequent in composition classes. Longer exchange patterns also varied across the situations. The findings contribute to studies in SLA, Interlanguage variation, discourse and interaction analysis. There are also implications for the teaching of English for Academic and Specific Purposes.Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

The oral academic discourse of international college students.
LDR:02376nam 2200301 a 45 001 970127
005 20110921
008 110921s1992 eng d
035 $a (UMI)AAI9309018
035 $a AAI9309018
040 $a UMI $c UMI
100 1 $a Tapper, Joanna. $3 1294176
245 1 4 $a The oral academic discourse of international college students.
300 $a 549 p.
500 $a Co-Directors: Donna M. Johnson; Duane H. Roen.
500 $a Source: Dissertation Abstracts International, Volume: 53-11, Section: A, page: 3889.
502 $a Thesis (Ph.D.)--The University of Arizona, 1992.
520 $a The purpose of this study was to investigate the oral participation of freshman International Students (ISs) in college content classes. The research questions were: (i) how much do ISs speak in different academic situations; (ii) what discourse moves do ISs make, especially initiation moves; and (iii) what are the exchange patterns into which IS discourse moves are organized. The naturally occurring discourse of eight freshman undergraduate ISs studying in a variety of fields was tape-recorded in four academic situations (lectures, laboratory sessions, freshman composition classes, and student/teacher writing conferences). Analysis of the transcripts showed that the amount of IS talk varied across the four situations, and among the eight students. The frequency of student moves also varied among the students and across situations, with student questions the most frequent move in lectures, student offer moves in labs, offered responses in composition classes, and nominated responses in conferences. The most frequent exchange patterns in lectures, labs and conferences were 2-part exchanges, but the 3-part exchange was the most frequent in composition classes. Longer exchange patterns also varied across the situations. The findings contribute to studies in SLA, Interlanguage variation, discourse and interaction analysis. There are also implications for the teaching of English for Academic and Specific Purposes.
590 $a School code: 0009.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Language, General. $3 1018089
650 4 $a Language, Linguistics. $3 1018079
690 $a 0279
690 $a 0282
690 $a 0290
690 $a 0679
710 2 0 $a The University of Arizona. $3 1017508
773 0 $t Dissertation Abstracts International $g 53-11A.
790 $a 0009
790 1 0 $a Johnson, Donna M., $e advisor
790 1 0 $a Roen, Duane H., $e advisor
791 $a Ph.D.
792 $a 1992
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9309018