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

Globalized research writing in Jorda...

Pedersen, Anne-Marie F.

FindBook

Google Book

Amazon

博客來

Globalized research writing in Jordan: Negotiating English language and culture.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Globalized research writing in Jordan: Negotiating English language and culture./
作者:	Pedersen, Anne-Marie F.
面頁冊數:	202 p.
附註:	Adviser: Carol Mattingly.
Contained By:	Dissertation Abstracts International68-05A.
標題:	Language, Modern. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3267104
ISBN:	9780549053040

Globalized research writing in Jordan: Negotiating English language and culture.
Pedersen, Anne-Marie F.

Globalized research writing in Jordan: Negotiating English language and culture. - 202 p.

Adviser: Carol Mattingly.

Thesis (Ph.D.)--University of Louisville, 2007.

This dissertation examines how academic English shapes and is shaped by the growing number of non-native speakers around the world who research and write in it. More specifically, the dissertation discusses data from an interview-based study of Arab researchers who write academically in English, focusing on their uses of scholarly sources. The conclusions challenge previous research that attributes plagiarism to non-Western writers' indifference to individual authorship and intellectual property and points to other factors that affect how second-language writers use sources, including material conditions, educational background, and academic expertise.

ISBN: 9780549053040Subjects--Topical Terms:

1018098
Language, Modern.

Globalized research writing in Jordan: Negotiating English language and culture.
LDR:03111nam 2200289 a 45 001 953995
005 20110621
008 110622s2007 ||||||||||||||||| ||eng d
020 $a 9780549053040
035 $a (UMI)AAI3267104
035 $a AAI3267104
040 $a UMI $c UMI
100 1 $a Pedersen, Anne-Marie F. $3 1277473
245 1 0 $a Globalized research writing in Jordan: Negotiating English language and culture.
300 $a 202 p.
500 $a Adviser: Carol Mattingly.
500 $a Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1920.
502 $a Thesis (Ph.D.)--University of Louisville, 2007.
520 $a This dissertation examines how academic English shapes and is shaped by the growing number of non-native speakers around the world who research and write in it. More specifically, the dissertation discusses data from an interview-based study of Arab researchers who write academically in English, focusing on their uses of scholarly sources. The conclusions challenge previous research that attributes plagiarism to non-Western writers' indifference to individual authorship and intellectual property and points to other factors that affect how second-language writers use sources, including material conditions, educational background, and academic expertise.
520 $a The dissertation begins with a discussion of the historical background of English in Jordan, describing how British colonialism, Arab nationalism, and American neocolonialism have made English both a dominant language in Jordanian higher education and a language that is often at odds with Jordanians' Arab identities. Chapter II offers a literature review to contextualize the study and a detailed description of methodology. Chapter III discusses the study participants' complicated reasons for and reactions to writing academically in English, showing how the trans-cultural context in which they work shapes the way they negotiate their identities both inside and outside the academy. Chapter IV relates this discussion of negotiation to source-use practices. On one hand, these writers' linguistic and geographical positions have significant effects on the way they use sources and practice research writing. On the other hand, their linguistic and geographic identifications, similar to all other identifications, are in flux and interact with other factors, including their status as novices or experts in their fields and their educational backgrounds. Chapter IV also addresses the issue of plagiarism, suggesting that engagement in authentic and meaningful writing situations and in mentoring relationships with scholars in their fields help novice writers learn to avoid plagiarism and compose effectively with sources. Chapter V discusses the implications for research writing pedagogy and for international higher education policies.
590 $a School code: 0110.
650 4 $a Language, Modern. $3 1018098
650 4 $a Language, Rhetoric and Composition. $3 1019205
690 $a 0291
690 $a 0681
710 2 $a University of Louisville. $3 1017614
773 0 $t Dissertation Abstracts International $g 68-05A.
790 $a 0110
790 1 0 $a Mattingly, Carol, $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3267104