| 1 |
Reverse engineering language test constructs for Messick’s value implications: a sociolinguistic approach
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Style, structure and ideology in English and Vietnamese business hard news reporting : a comparative study.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
A longitudinal study of developments in the academic writing of Thai university students in the context of a genre based pedagogy.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Managing the subjective: exploring dialogistic positioning in undergraduate essays.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
New-arrival-ness as a social construct: a qualitative case study.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Students’ preparation for IELTS: development of written and oral argumentative texts.
|
|
|
|
Abstract:
This study is an investigation into opportunities provided for experiencing literacy in an IELTS Academic Version preparation course in Tehran. The purpose of this research project is to identify class tasks that generate opportunities for experiencing literacy and to describe aspects of the literacies that develop in the preparation course. The focus is on literacy practices for developing argumentative texts (written and oral). Increasing numbers of students whose first language is not English seek to continue their education in English-medium universities, for example in Australia. They are required by different universities to sit for the International English Language Testing System (IELTS) to evidence their language proficiency. Based on the IELTS organizers, “Over 1.2 million candidates take the test each year to start their journeys into international education and employment” (http://www.ielts.org, viewed 25/05/2009). However, despite meeting the required IELTS band scores, a growing number of them face difficulties and may fail academic requirements. To address this problem this study aims to investigate and analyse classroom tasks. In particular it examines the development of argumentative texts (written and oral). In this ethnographic case study I taught and recorded an IELTS academic preparation class over a period of five months. The investigation was conducted in normal classroom settings where the candidates experienced written and oral argumentative tasks to prepare for the IELTS Academic Version examination. Classroom discourse analysis and systemic functional linguistics were used to support the analysis and interpretations. This study discusses the objectives of the preparation course and addresses the findings which indicated that participation in the IELTS academic course provided the candidates with opportunities to acquire to some extent the literacy for: (a) communicating appropriately with prompts and contentious topics in order to develop relevant written and oral argumentative texts, (b) observing argumentative genre conventions in organizing their texts, and (c) selecting appropriate linguistic resources, which made it possible to obtain their required band scores. But, based on the analyses the extent of these literacies does not show an appropriate level required for university study. There is no guarantee for or evidence of such candidates‟ adaptation and adoption of English-medium academic culture. Further research in different contexts is required to provide more insights. ; Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2010
|
|
Keyword:
text; genres; genres of university study; IELTS; systemic functional linguistics; IRF pattern; ethnography; literacy; OTEFL students
|
|
URL: http://hdl.handle.net/2440/65490
|
|
BASE
|
|
Hide details
|
|
|
|
|
