Remapping Discourse Socialization: Becoming a Member in an Online Community of Practice
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This paper reports on a qualitative case study that examined the discourse socialization experiences of three nonnative English-speaking students in online forums. Given that academic discourse has taken what is referred to as a social turn (Block, 2003), academic texts are now viewed as a social construction by individuals based on their own histories, learning communities, and power relations within them. The conceptual shift of academic texts encouraged an in-depth examination of computer-mediated discourse, which is neither confined to individuals nor to written texts. L2 researchers have paid little attention to online written communication related to academic discourse socialization that views language learning as a matter of changing participatory stances and developing disciplinary agency in literacy practices. Grounded in the notions of community and participation, this study provides a richer description of linguistic and social behaviors and interpersonal relationships among participants in online forums. The researcher analyzed how language use in online forums indexes the nature of academic discourse socialization. The findings revealed that students construct their disciplinary identities in relation to their expertise in different topic discussions. Theoretical implications and future research are discussed.
Abstract
This paper reports on a qualitative case study that examined the discourse socialization experiences of three nonnative English-speaking students in online forums. Given that academic discourse has taken what is referred to as a social turn (Block, 2003), academic texts are now viewed as a social construction by individuals based on their own histories, learning communities, and power relations within them. The conceptual shift of academic texts encouraged an in-depth examination of computer-mediated discourse, which is neither confined to individuals nor to written texts. L2 researchers have paid little attention to online written communication related to academic discourse socialization that views language learning as a matter of changing participatory stances and developing disciplinary agency in literacy practices. Grounded in the notions of community and participation, this study provides a richer description of linguistic and social behaviors and interpersonal relationships among participants in online forums. The researcher analyzed how language use in online forums indexes the nature of academic discourse socialization. The findings revealed that students construct their disciplinary identities in relation to their expertise in different topic discussions. Theoretical implications and future research are discussed.
참고문헌 (39)
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