本文采用质性个案研究法,在社会文化理论视域下运用“扩展性学习——矛盾说”理论框架,选取3名外国语言文学硕士研究生作为研究对象,对他们的毕业论文写作过程进行为期一年的历时追踪,深度描写3名学生在毕业论文写作过程中的矛盾表现,...本文采用质性个案研究法,在社会文化理论视域下运用“扩展性学习——矛盾说”理论框架,选取3名外国语言文学硕士研究生作为研究对象,对他们的毕业论文写作过程进行为期一年的历时追踪,深度描写3名学生在毕业论文写作过程中的矛盾表现,并借助最近发展区理论中的支架原理分析其化解矛盾的方式手段,探究3名学生在写作过程中出现的矛盾及其解决方法。得出以下结论:第一,学术写作能力的发展受到工具、规则以及学术写作共同体等多种因素的影响;第二,外国语言文学硕士研究生在解决矛盾时,主要依靠调动认知结构、情感调控和导师反馈等方式;第三,在学术写作过程中,学术科学研究能力和学术思维往往是外国语言文学硕士研究生所面临的主要挑战,甚至比英语表达能力方面的困难更为突出。This study employs a qualitative case study approach within the framework of social-cultural theory, utilizing the “expansive learning—contradiction” theoretical framework. Three postgraduates majoring in foreign languages and literature were selected as subjects, and their year-long thesis writing processes were tracked. The study deeply describes the contradictions encountered by these students during their thesis writing process and employs the scaffolding principle from ZPD theory to analyze their methods of resolving these contradictions. It explores the contradictions that arose during the writing process and their methods of resolution by the three students. The conclusions drawn are as follows: First, the development of academic writing abilities is influenced by various factors such as tools, rules, and the academic writing community. Second, postgraduates majoring in foreign languages and literature primarily rely on cognitive restructuring, emotional regulation, and mentor feedback when resolving contradictions. Third, in the process of academic writing, research capabilities and academic thinking are often the main challenges faced by postgraduates majoring in foreign languages and literature, which may be more prominent than difficulties in English expression abilities.展开更多
文摘本文采用质性个案研究法,在社会文化理论视域下运用“扩展性学习——矛盾说”理论框架,选取3名外国语言文学硕士研究生作为研究对象,对他们的毕业论文写作过程进行为期一年的历时追踪,深度描写3名学生在毕业论文写作过程中的矛盾表现,并借助最近发展区理论中的支架原理分析其化解矛盾的方式手段,探究3名学生在写作过程中出现的矛盾及其解决方法。得出以下结论:第一,学术写作能力的发展受到工具、规则以及学术写作共同体等多种因素的影响;第二,外国语言文学硕士研究生在解决矛盾时,主要依靠调动认知结构、情感调控和导师反馈等方式;第三,在学术写作过程中,学术科学研究能力和学术思维往往是外国语言文学硕士研究生所面临的主要挑战,甚至比英语表达能力方面的困难更为突出。This study employs a qualitative case study approach within the framework of social-cultural theory, utilizing the “expansive learning—contradiction” theoretical framework. Three postgraduates majoring in foreign languages and literature were selected as subjects, and their year-long thesis writing processes were tracked. The study deeply describes the contradictions encountered by these students during their thesis writing process and employs the scaffolding principle from ZPD theory to analyze their methods of resolving these contradictions. It explores the contradictions that arose during the writing process and their methods of resolution by the three students. The conclusions drawn are as follows: First, the development of academic writing abilities is influenced by various factors such as tools, rules, and the academic writing community. Second, postgraduates majoring in foreign languages and literature primarily rely on cognitive restructuring, emotional regulation, and mentor feedback when resolving contradictions. Third, in the process of academic writing, research capabilities and academic thinking are often the main challenges faced by postgraduates majoring in foreign languages and literature, which may be more prominent than difficulties in English expression abilities.
