東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The disciplinary identity constructi...

Tremmel, Elizabeth.

FindBook

Google Book

Amazon

博客來

The disciplinary identity construction of international graduate students: Positioning across contexts.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The disciplinary identity construction of international graduate students: Positioning across contexts./
作者:	Tremmel, Elizabeth.
面頁冊數:	353 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:	Dissertation Abstracts International75-09A(E).
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3620750
ISBN:	9781303913693

The disciplinary identity construction of international graduate students: Positioning across contexts.
Tremmel, Elizabeth.

The disciplinary identity construction of international graduate students: Positioning across contexts. - 353 p.

Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2014.

This item must not be sold to any third party vendors.

International graduate student numbers continue to grow in United States institutions of higher education. Numbers increased 7.2% in the 2012-2013 academic school year, with a total of 819,644 international students studying in the United States, 38% (311,204) in graduate programs (Institute of International Education, 2013). Building on past research exploring the disciplinary socialization of international graduate students, this dissertation uses narrative inquiry to explore how three international graduate students, Mei-Hui, Carlos, and Lili, co-construct their disciplinary identities. This research contributes to the field of applied linguistics by examining identity construction in situ through analyzing language use across discipline-specific contexts (e.g., interactions with advisors and colleagues), the non-discipline-specific but academic context of the ESL writing class, and the personal context of the life story interview to examine how students situate themselves interpersonally as members of their disciplines.

ISBN: 9781303913693Subjects--Topical Terms:

516208
English as a second language.

The disciplinary identity construction of international graduate students: Positioning across contexts.
LDR:03229nmm a2200313 4500 001 2062595
005 20151027073513.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781303913693
035 $a (MiAaPQ)AAI3620750
035 $a AAI3620750
040 $a MiAaPQ $c MiAaPQ
100 1 $a Tremmel, Elizabeth. $3 3176987
245 1 4 $a The disciplinary identity construction of international graduate students: Positioning across contexts.
300 $a 353 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
500 $a Adviser: Richard F. Young.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a International graduate student numbers continue to grow in United States institutions of higher education. Numbers increased 7.2% in the 2012-2013 academic school year, with a total of 819,644 international students studying in the United States, 38% (311,204) in graduate programs (Institute of International Education, 2013). Building on past research exploring the disciplinary socialization of international graduate students, this dissertation uses narrative inquiry to explore how three international graduate students, Mei-Hui, Carlos, and Lili, co-construct their disciplinary identities. This research contributes to the field of applied linguistics by examining identity construction in situ through analyzing language use across discipline-specific contexts (e.g., interactions with advisors and colleagues), the non-discipline-specific but academic context of the ESL writing class, and the personal context of the life story interview to examine how students situate themselves interpersonally as members of their disciplines.
520 $a To this end, I draw specifically on positioning theory (Davies & Harre, 1990, 1999), in which day-to-day interaction is viewed as locating individuals "in conversations as observably and subjectively coherent participants in jointly produced storylines" (Davies and Harre, 1999, p. 37). Positioning allows us to view every utterance as a piece of an ongoing narrative, which allows us to understand an individual's positioning over time and space as pieces of their individual life stories and as constructions of their identities. I use a discourse analytic approach with a Systemic Functional Linguistic (SFL) lens to allow me to understand more deeply "the piece of language, where it occurs, the person who chose to use it in that function, and the culture that surrounds the person and the message" (Butt et al, 2000, p. 29). Through a deeper understanding of the identity negotiations of these three international graduate students, including their struggles and successes, both content area and ESL professionals are provided portraits of the diverse experiences of this growing population and can re-consider ways in which we can serve them more effectively.
590 $a School code: 0262.
650 4 $a English as a second language. $3 516208
650 4 $a Higher education. $3 641065
650 4 $a Education. $3 516579
690 $a 0441
690 $a 0745
690 $a 0515
710 2 $a The University of Wisconsin - Madison. $b Second Language Acquisition. $3 3169851
773 0 $t Dissertation Abstracts International $g 75-09A(E).
790 $a 0262
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3620750