| تعداد نشریات | 24 |
| تعداد شمارهها | 903 |
| تعداد مقالات | 8,081 |
| تعداد مشاهده مقاله | 15,203,527 |
| تعداد دریافت فایل اصل مقاله | 12,847,875 |
Construction of Iranian TEFL Doctoral Candidates’ Scholarly Position during Writing for Publication | ||
| Teaching English as a Second Language Quarterly | ||
| مقاله 1، دوره 42، شماره 2، مرداد 2023، صفحه 1-23 اصل مقاله (1.16 M) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2023.45241.3161 | ||
| نویسندگان | ||
| Zahra Alimorad* ؛ Mostafa Tajgozari | ||
| Shiraz University | ||
| چکیده | ||
| This study sought to investigate how doctoral candidates are positioned by journal editors and reviewers and how they establish their own position while attempting to get published, as well as the challenges and opportunities they confront throughout this process. Data were gathered from two doctoral candidates at a public university employing a mixed-methods conversion design whose qualitative phase was a multiple case study. In-depth interviews, metalinguistic commentary, and document analysis were used to track the positioning patterns. Data analysis utilizing the Appraisal model revealed that doctoral candidates were perceived as novice researchers by journal editors and reviewers. In addition, doctoral candidates’ own positioning gradually shifted from being novice and intolerant researchers to being independent and tolerant ones. Moreover, the findings revealed that doctoral candidates face different challenges during the process of writing for publication, which makes this process more difficult for them. Based on the interviews, different requirements from different journals, obligations, limited sources of help, and lack of experience were among the most important challenges the participants had to deal with. On the other hand, they mentioned that publication provided them with the chance of expressing themselves and having their own voice, which could be considered as an opportunity in this process. | ||
| کلیدواژهها | ||
| Appraisal Theory؛ Doctoral Candidates؛ Iran؛ Ppositioning؛ Writing for Publication | ||
| مراجع | ||
|
Abdalla Salih, A., Holi, H. I., & Clark, L. (2014). Writing for publication in English: Challenges and prospects. Pan-Pacific Association of Applied Linguistics, 17(1), 95-114.
Abdi, J., Sadeghi, K., & Mohammadi, M. (2019). Move-based investigation of Appraisal in the introduction section of applied linguistics research articles: Similarities and differences between L1 and L2 English texts. Journal of Teaching Language Skills, 38(3), 1-38.
Aitchison, C., Catterall, J., Ross, P., & Burgin, S. (2012). Tough love and tears: Learning doctoral writing in the sciences. Higher Education Research and Development, 31(4), 435-447.
Anderson, T. (2016). Seeking internationalization: The state of Canadian higher education. Canadian Journal of Higher Education, 45(3), 166–187.
Ary, D., Jacobs, L. C., Sorensen Irvin, C. K., & Walker, D. A. (2019). Introduction to research in education (10th Ed.) Cengage Learning.
Belcher, D. (2007). Seeking acceptance in an English-only research world. Journal of Second Language Writing, 16, 1-22.
Braine, G. (2005). The challenge of academic publishing: A Hong Kong perspective. TESOL Quarterly, 39 (4), 707-716.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qual Res Psychol. 3(2), 77–101.
Canagarajah, A. S. (1996). Non discursive requirements in academic publishing, material resources of periphery scholars, and the politics of knowledge production. Written Communication, 13(4), 435-472.
Cargill, M., & O’Connor, P. (2006). Developing Chinese scientists’ skills for publishing in English: Evaluating collaborating-colleague workshops based on genre analysis. Journal of English for Academic Purposes, 5, 207-221.
Casanave, C. P. (2002). Writing games: Multicultural case studies of academic literacy practices in higher education. Erlbaum.
Cheng, A. (2006). Analyzing and enacting academic criticism: The case of an L2 graduate learner of academic writing. Journal of Second Language Writing, 15(4), 279–306.
Cho, S. (2004). Challenges of entering discourse communities through publishing in English: Perspectives of nonnative-speaking doctoral students in the United States of America. Journal of Language, Identity, and Education, 3(1), 47-72.
Coates, R., Sturgeon, B., Bohannan, J., & Pasini, E. (2002). Language and publication in cardiovascular research articles. Cardiovascular Research, 53(2), 279-285.
Curry, M. J., & Lillis, T. (2004). Multilingual scholars and the imperative to publish in English: Negotiating interests, demands, and rewards. TESOL Quarterly, 38(4), 663-688.
Denscombe, M. (2010). The good research guide. Open University Press.
Duff, P. A. (2010). Language socialization into academic discourse communities. Annual Review of Applied Linguistics, 30(1), 169-192.
Duff, P. A. (2012). Second language socialization. In A. Duranti, E. Ochs & B. Schieffelin (Eds.), The handbook of language socialization (pp. 564-586). Wiley-Blackwell.
Duff, P. A., & Doherty, L. (2015). Examining agency in (second) language socialization research. In P. Deter, X. Gao, E. R. Miller, & G. Vitanova (Eds.), Theorizing and analyzing agency in second language learning: Interdisciplinary approaches (pp. 54-72). Multilingual Matters.
Duff, P. A., & Hornberger, N. H. (2008). Encyclopedia of language and education: Language socialization. Springer.
Duff, P. A., & Talmy, S. (2011). Language socialization approaches to second language acquisition. In D. Atkinson (Eds.), Alternative approaches to second language acquisition (pp. 95-116). Routledge.
Duzsak, A. & Lewkowicz, J. (2008). Publishing academic texts in English: A Polish perspective. Journal of English for Academic Purposes, 7, 108-120.
Fazel, I. (2018). Emerging scholars’ socialization into scholarly publication: Negotiating identities and investment in a neoliberal era. Unpublished doctoral dissertation, University of British Columbia, Canada.
Flowerdew, J. (1999). Problems in writing for scholarly publication in English: The case of Hong Kong. Journal of Second Language Writing, 8, 243-264.
Flowerdew, J. (2000). Discourse community, legitimate peripheral participation, and the nonnative-English-speaking scholar. TESOL Quarterly, 34(1), 127-150.
Geng, F. & Yu, S. (2022). Exploring doctoral students’ emotions in feedback on academic writing: A critical incident perspective. Studies in Continuing Education, 27, 1-19.
Gosden, H. (1992). Research writing and NNSs: From the editors. Journal of Second Language Writing, 1(2), 123-39.
Gosden, H. (1995). Success in research article writing and revision: A social-constructionist perspective. English for Specific Purposes, 14(1), 37-57.
Habibie, P. (2016). Writing for scholarly publication in a Canadian higher education context: A case study. In Badenhorst, C.M. & Geurin, C. (Eds.), Research literacies and writing pedagogies for masters and doctoral writers (pp. 51-67). Brill Publishing.
Halliday, M. A. K. (1985). An introduction to functional grammar. Edward Arnold.
Halliday, M. A. K. (1994). An introduction to functional grammar. Edward Arnold.
Ho, M. C. (2017). Navigating scholarly writing and international publishing: Individual agency of Taiwanese EAL doctoral students. Journal of English for Academic Purposes, 27, 1-13.
Kamler, B. (2008). Rethinking doctoral publication practices: Writing from and beyond the thesis. Studies in Higher Education, 33(3), 283-294.
Kamler, B., & Thomson, P. (2008). Helping doctoral students write: Pedagogies for supervision. Routledge.
Kobayashi, M., Zappa-Hollman, S., & Duff, P. A. (2017). Academic discourse socialization. In P. Duff & S. May (Eds.), Language socialization: Vol. 8, Encyclopedia of language and education (3rd ed.) (pp. 239-254). Springer International.
Lee, A., & Aitchison, C. (2009). Writing for the doctorate and beyond. In D. Boud & A. Lee (Eds.), Changing practices of doctoral education (pp. 87-99). Routledge.
Li, Y. (2005). Multidimensional enculturation: The case of an EFL Chinese doctoral student. Journal of Asian Pacific Communication, 15(1), 153-170.
Li, Y. (2006a). Negotiating knowledge contribution to multiple discourse communities: A doctoral student of computer science writing for publication. Journal of Second Language Writing, 15(3), 159-178.
Li, Y. (2006b). A doctoral student of physics writing for publication: A socio-politically-oriented case study. English for Specific Purposes, 25(4), 456-478.
Li, Y. (2007). Apprentice scholarly writing in a community of practice: An interview of an NNES graduate student writing a research article. TESOL Quarterly, 41(1), 55-79.
Liu, J. (2004). Co-constructing academic discourse from the periphery: Chinese applied linguists’ centripetal participation in scholarly publication. Asian Journal of English Language Teaching, 14, 1-22.
Maniati, M., & Jalilifar, A. (2018). Strategies for publishing in English journals: A study of the perceptions of Iranian scholars. Learned Publishing, 31(4), 355-365.
Martin, J. R. (1992). English text. John Benjamins.
Martin, J. R., & Rose, D. (2007). Working with discourse: Meaning beyond the clause. Continuum.
Martin, J. R., & White, P. R. R. (2005). The language of evaluation: Appraisal in English. Palgrave Macmillan.
McMillan, J. H., & Schumacher, S. (2006). Research in education: Evidence-based inquiry Allyn and Bacon.
Nam, M., & Beckett, G. H. (2011). Use of resources in second language writing socialization. TESL-EJ, 15, 1.
Ochs, E., & Schieffelin, B. B. (2012). The theory of language socialization. In A. Duranti, E. Ochs, & B. Schieffelin (Eds.), The handbook of language socialization (pp. 1-21). Wiley-Blackwell.
O’Donnell, M. (2008). The UAM corpus tool: Software for corpus annotation and exploration. In C. Bretones, M. Carmen et al. (Eds.), Applied linguistics now: Understanding language and mind (pp. 1433-1447). Universidad de Almeria.
Prior, P. A. (1998). Writing/disciplinarity: A sociohistoric account of literate activity in the academy. Erlbaum.
Qaleshahzari, A., Faghih, E., & Yazdanimoghaddam, M. (2020). Investigating Iranian TEFL Ph.D. candidates’ professional identity development in the course of their doctoral education. Journal of Teaching Language Skills, 39(3.1), 131-184.
Rezvani, R., & Mansouri, T. (2013). Stripped of authorship or projected identity? Iranian scholars’ presence in research articles. Journal of Teaching Language Skills, 5(1), 91-110.
Salager-Meyer, F. (2014). Writing and publishing in peripheral scholarly journals: How to enhance the global influence of multilingual scholars? Journal of English for Academic Purposes, 10 (3), 1-5.
Seloni, L. (2012). Academic literacy socialization of first year doctoral students in US: A micro‐ethnographic perspective. English for Specific Purposes, 31, 47–59.
Stewart, M. (2015). The language of praise and criticism in a student evaluation survey. Studies in Educational Evaluation,45(3), 1-9.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques. Sage.
Uysal, H. H. (2012). The critical role of journal selection in scholarly publishing: A search for journal options in language-related research areas and disciplines. The Journal of Language and Linguistic Studies, 8(1), 50-95.
Wette, R., & Furneaux, C. (2018). The academic discourse socialization challenges and coping strategies of international graduate students entering English-medium universities. System, 78, 186-200.White, P. (2001). Introductory guide to appraisal. Retrieved from http://www. grammatics.com
White, P., & Sano, M. (2006). Dialogic positions and anticipated audiences: A framework for stylistic comparisons. In K. Aijmer & A. Simon-Vandenbergen (Eds.), Pragmatic markers in contrast (Studies in pragmatics II). Elsevier.
Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Sage.
Yu, S. & Jiang, L. (2022). Doctoral students’ engagement with journal reviewers’ feedback on academic writing. Studies in Continuing Education, 44, 87-104. | ||
|
آمار تعداد مشاهده مقاله: 516 تعداد دریافت فایل اصل مقاله: 516 |
||