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Reading as a core component of developing academic literacy skills in L2 settings

100%
Kiszczak A.
Lublin Studies in Modern Languages and Literature
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2019
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vol. 43
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issue 3
DE
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
EN
Academic reading has gained considerable interest among language theoreticians and practitioners as a key component of generally understood academic literacy competencies. Yet, despite the unquestionable importance of developing advanced reading skills in both L1 and L2 academic settings, a definition of the concept of academic reading is still not easy to formulate. In an attempt to better understand the notion of academic reading, this article first, provides an overview of the goals of academic reading comprehension, with special focus on reading to learn, and then, discusses the relationship of academic reading to other concepts currently employed with reference to academic literacy. The article finishes with some guidelines for L2 reading instruction developed at the academic level.
FR
L'article contient uniquement les résumés en anglais.
2
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Les littératies du XXIe siècle face aux littératies académiques : les enjeux de l’enseignement de l’expression écrite pour les natifs du numérique à l’Institut d’études romanes de Wrocław

100%
Grabowska M.
Academic Journal of Modern Philology
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2020
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vol. 9
107-118
EN
The aim of this paper is to prove that, following recent social and cognitive changes among native digital students, the teaching of academic literacies to neophilological faculty students in Poland should be linked to their practice of twenty-first-century literacies and general competences acquired thanks to the practice of these literacies during their informal learning in their free time. The language activity that interests us is written production: essential in the philological study program, distinctive (especially at C1/C2 levels), practiced during each semester, regularly assessed and subordinated to the final task of writing the BA or master’s thesis. Our methodology is based on the emic perspective of Pike 1967. We will present, in particular, the results from a survey addressed to the students of the Institute of Romance Studies concerning their learning and writing practice in French/Spanish/Italian and Polish, as well as some tracks of interpretation.
3
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L2 Students’ Academic Literacy Development Guided by Teacher Written Feedback: A Writing-to-Learn Perspective

75%
Cheng R., Feyten C. M.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2015
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vol. 6
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issue 2
7-25
EN
Non-native graduate students need to master specialized disciplinary knowledge and genre conventions to perform academic writing tasks. The learning practice is always a process of legitimate peripheral participation where students are inducted into their chosen discipline through collaboration and interaction with people in their social and academic network. Adopting a writing-to-learn perspective, the study sought to examine how teacher written feedback guided L2 graduate students to engage in legitimate, peripheral, and participatory activities with the purpose of understanding teacher expectations, learning disciplinary conventions and developing academic literacy in the discipline of applied linguistics. The exploration demonstrated that teacher written feedback provided opportunities for students to engage in dialogic interaction with various parties through interpreting and/or clarifying teacher written feedback. These legitimate peripheral participation activities not only enabled L2 students to gain necessary disciplinary knowledge for successful papers, but also situated them in relation to more experienced members and by extension to the field.
4
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Rasgos competenciales en los (sub) procesos de escritura académica entre estudiantes de español como segunda lengua (E/LE)

75%
Francisco Romero Oliva M.
Studia Iberystyczne
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2013
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vol. 12
165-185
EN
This article tries to elaborate a competence profile of Polish students in relation to the academic literacy in the second language (E/LE). The study of the different cognitive (sub) processes that appear in the development of writing has been realized across paragraphs of evaluation that will allow the elaboration of a qualitative analysis of the competence levels; whereas the findings obtained from the linguistic examined corpus will have to affect, both the teacher and the apprentices in the improvement of the teaching and learning processes of the target language.
5
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Академический дискурс как основа формирования академической грамотности студента-международника

51%
Afanasjewa N. D., Wasiljewa A. A.
Przegląd Rusycystyczny
|
2023
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issue 1 (181)
207-219
RU
Профессионально-ориентированное обучение русскому языку как иностранному студентов-международников в рамках формирования академической грамотности как важного фактора профессионального образования на сегодняшний день является важной и сложной задачей, поскольку любой научный труд должен отражать академические компетенции студентов. Цель данной статьи – исследовать и обобщить научные подходы к изучению академического дискурса, рассмотреть структуру и жанровую специфику академического дискурса. Предложенный авторами комплекс упражнений способствует формированию навыков написания научного текста. Внедрение системы упражнений в практику преподавания студентам-международникам с базовым уровнем владения русским языком подтвердило его эффективность, о чем свидетельствуют положительные результаты исследования.
PL
Profesjonalne nauczanie języka rosyjskiego jako obcego dla studentów międzynarodowych w ramach kształtowania umiejętności akademickich jako ważnego czynnika edukacji zawodowej jest dziś ważnym i trudnym zadaniem, ponieważ każda praca naukowa musi odzwierciedlać kompetencje akademickie studentów. Celem tego artykułu jest zbadanie i podsumowanie naukowych podejść do badania dyskursu akademickiego oraz rozważenie struktury i specyfiki gatunkowej dyskursu akademickiego. Proponowany przez autorów zestaw ćwiczeń przyczynia się do kształtowania umiejętności pisania tekstu naukowego. Wprowadzenie systemu ćwiczeń do praktyki nauczania studentów międzynarodowych z podstawowym poziomem znajomości języka rosyjskiego potwierdziło jego skuteczność, o czym świadczą pozytywne wyniki badań.
EN
Professionally-oriented teaching of Russian as a foreign language to international students within the framework of the formation of academic literacy as an important factor of professional education is today an important and complex task, since any scientific work should reflect the academic competencies of students. The purpose of this article is to investigate and generalize scientific approaches to the study of academic discourse, to consider the structure and genre specifics of academic discourse. The set of exercises proposed by the authors contributes to the formation of the skills of writing a scientific text. The introduction of the system of exercises in the practice of teaching international students with a basic level of Russian language proficiency has confirmed its effectiveness, as evidenced by the positive results of the study.
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