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为探讨对话互动在研究生英语写作过程中的积极作用,本个案研究分析了美国某高校研究型论文写作教学课堂内外教师和学生参加的各种互动对话形式。本研究收集了多种民族志数据,包括师生访谈、课堂话语录音、课堂观察笔记、有声思维录音、多稿作业和教师书面反馈。数据分析发现:建立学生与文本、教师、同伴和潜在读者的对话互动能帮助学生熟悉质性论文体裁特点、营造宽松互动的写作环境、融合他人思想以明晰自己观点,以及为写作过程做决策。因此,培养学生与同行进行学术对话的能力是学术写作教学的重要目标之一。
In order to explore the positive role of dialogue in the process of graduate English writing, this case study analyzes the forms of interactive dialogues attended by teachers and students both inside and outside the writing essay class in a university in the United States. This study collected a variety of ethnographic data, including teacher-student interviews, classroom discourse recording, classroom observation notes, audio thinking recordings, multi-draft assignments and written feedback from teachers. The data analysis found that establishing dialogue and interaction among students, texts, teachers, peers and potential readers can help students become familiar with the characteristics of genre dissertations, create a relaxed and interactive writing environment, integrate others’ ideas to clarify their views and make decisions for the writing process. Therefore, cultivating students’ ability to conduct academic dialogues with their peers is one of the important goals of academic writing teaching.