과학 글의 레지스터와 장르 연구 사례에 대한 질적 메타분석
Qualitative Meta-Analysis of Studies of Science Register and Genre
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In this study I reported a qualitative meta-analysis of the studies of science register and science genre on science texts used in scientists communities and school science communities. The process of qualitative meta-analysis consisted of ‘selecting research topic of meta-analysis, literature review and taking sample studies, analyzing within each study – analyzing between studies – synthesizing whole analysis’. Register and genre analysis of science treatise texts showed that the texts had full elements of a genre, logical relations between the consecutive elements, and rich rhetoric expressions for internal logics. In contrast, register and genre analysis of school science texts showed that the relations between sentences were poor in logic and also poor in genre structure including the sub-elements of a genre being spread out without any relation. The register-genre difference between scientists’ texts and school science texts could be the critical points for science learners to enculturate into science. These points, at the same time, give out the problem of stereotyped genre, which makes learners only follow the traditional styles of science writings. Alternative view about genre, however, argues that members in a community construct a specific text structure in the context where they share common goals and practices. Thus science genre should be obtained through social and dynamic practices of science knowledge construction and scientific inquiry by both science educators and learners. Evidence-Explanation Continuum and Evidence-Based Reasoning Framework can be good scaffoldings for socially constructed science genre. This perspective helps us apply genre to improve grammar education.
Abstract
In this study I reported a qualitative meta-analysis of the studies of science register and science genre on science texts used in scientists communities and school science communities. The process of qualitative meta-analysis consisted of ‘selecting research topic of meta-analysis, literature review and taking sample studies, analyzing within each study – analyzing between studies – synthesizing whole analysis’. Register and genre analysis of science treatise texts showed that the texts had full elements of a genre, logical relations between the consecutive elements, and rich rhetoric expressions for internal logics. In contrast, register and genre analysis of school science texts showed that the relations between sentences were poor in logic and also poor in genre structure including the sub-elements of a genre being spread out without any relation. The register-genre difference between scientists’ texts and school science texts could be the critical points for science learners to enculturate into science. These points, at the same time, give out the problem of stereotyped genre, which makes learners only follow the traditional styles of science writings. Alternative view about genre, however, argues that members in a community construct a specific text structure in the context where they share common goals and practices. Thus science genre should be obtained through social and dynamic practices of science knowledge construction and scientific inquiry by both science educators and learners. Evidence-Explanation Continuum and Evidence-Based Reasoning Framework can be good scaffoldings for socially constructed science genre. This perspective helps us apply genre to improve grammar education.
참고문헌 (30)
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