The Construction of Academic Writer Identity: A Case Study of EFL Graduate Students’ Development of Selves
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With the rise of globalization in the academic community, individual L2 writers face new challenges in the course of becoming a member of their discourse community while also developing English academic writing skills. Stemming from these challenges surrounding L2 academic writing, the present study explores EFL graduate students’ construction of academic writer identity during their Ph.D. program. The clues that reveal writer's identity construction in the writing (Matsuda & Tardy, 2007; Tardy & Matsuda, 2009) and the selves framework that categorizes writer identities into different types of selves (Clark & Ivanič, 1997; Ivanič & Camps, 2001) were used to observe how L2 advanced writers' academic identities are embedded in the research papers. The results showed that L2 graduate students employed clues extensively throughout the papers by using various linguistic features and source citations appropriately with the disciplinary conventions. The patterns of students' use of clues changed as the semester passed by and reflected their construction and development of academic writer identities. The study further provided limitations and suggestions for the next steps of writer identity research.
Abstract
With the rise of globalization in the academic community, individual L2 writers face new challenges in the course of becoming a member of their discourse community while also developing English academic writing skills. Stemming from these challenges surrounding L2 academic writing, the present study explores EFL graduate students’ construction of academic writer identity during their Ph.D. program. The clues that reveal writer's identity construction in the writing (Matsuda & Tardy, 2007; Tardy & Matsuda, 2009) and the selves framework that categorizes writer identities into different types of selves (Clark & Ivanič, 1997; Ivanič & Camps, 2001) were used to observe how L2 advanced writers' academic identities are embedded in the research papers. The results showed that L2 graduate students employed clues extensively throughout the papers by using various linguistic features and source citations appropriately with the disciplinary conventions. The patterns of students' use of clues changed as the semester passed by and reflected their construction and development of academic writer identities. The study further provided limitations and suggestions for the next steps of writer identity research.
참고문헌 (37)
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