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Uncovering the Complexities in Writing from Sources from an Activity Theory Perspective: A Cross-Case Analysis of Chinese International Graduate Students in Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Uncovering the Complexities in Writing from Sources from an Activity Theory Perspective: A Cross-Case Analysis of Chinese International Graduate Students in Education./
作者:	Lai, Man Wai Conttia.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	253 p.
附註:	Source: Dissertations Abstracts International, Volume: 84-01, Section: A.
Contained By:	Dissertations Abstracts International84-01A.
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29068962
ISBN:	9798834059639

Uncovering the Complexities in Writing from Sources from an Activity Theory Perspective: A Cross-Case Analysis of Chinese International Graduate Students in Education.
Lai, Man Wai Conttia.

Uncovering the Complexities in Writing from Sources from an Activity Theory Perspective: A Cross-Case Analysis of Chinese International Graduate Students in Education. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 253 p.

Source: Dissertations Abstracts International, Volume: 84-01, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2022.

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

With a skyrocketing international student population from Asia at Canadian universities in recent decades, second language (L2) students' abilities to adapt to the (inter)textual practices of their prospective discourse communities have received increased attention in L2 writing research. This thesis study aimed to uncover the complexities and heterogeneity inherent in L2 student writers' uses of textual sources. Through a multi-case study design (Stake, 2006), I examined the textual borrowing practices of 3 first-year international graduate students from China studying Education at an English-medium university in Canada. Drawing on Engestrom's (2001) activity theory and Ivanic's (1998, 2005) analytic framework of writers' construction of identity, I answered 2 research questions: (1) What activity systems do students from China experience while learning to read and write in China and writing assigned papers for master's courses in Education in Canada? and (2) What challenges do these students encounter while writing papers from sources and how do the students address these challenges, with what consequences in their writing and identities? The instruments for this multi-case study were learning history and text-based interviews with each student along with data from their written assignments and certain source texts, a learner profile questionnaire, and a reading-writing questionnaire. My analysis revealed tensions and contradictions within and between the students' former literacy learning activity systems in China and their current writing-from-sources activity systems in Canada. These tensions and contradictions posed challenges for the students to (a) effectively process source information and accurately and appropriately present that information to demonstrate comprehension and critical thinking, evident in their patchwriting, direct copying, inappropriately quoting, transposing from Chinese sources, and paraphrasing abstracts as purported summaries of their own; (b) cultivate a genuine interest in what they wrote and manifest deep or extended learning in their writing, evident in their tendencies to cite secondary sources without reading the originals of those sources; and (c) take ownership of the knowledge co-constructed through dialogic interactions between the source authors and the students or accept their roles in shaping the double-voiced discourse in the process of writing despite their (imprecise) uses of quotations, paraphrases, summaries, and syntheses to do so.

ISBN: 9798834059639Subjects--Topical Terms:

516208
English as a second language.
Subjects--Index Terms:

Activity theory

Uncovering the Complexities in Writing from Sources from an Activity Theory Perspective: A Cross-Case Analysis of Chinese International Graduate Students in Education.
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