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Reading and Writing Reflection: Dialogue between Reader and Author

Author: CaoHui
Tutor: LiuYan
School: Shandong Agricultural University
Course: Foreign Linguistics and Applied Linguistics
Keywords: Bakhtin Dialogue Reflective Writing Essay
CLC: H319
Type: Master's thesis
Year: 2011
Downloads: 44
Quote: 0
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Abstract

Traditional second language acquisition research language as a the abstract closed system is composed of a series of fixed structural components and composition rules. Second language acquisition or foreign language learning is often regarded as the learner's internal mental process, independent existence in which the the learners individual's brain, little affected by the social and cultural environment factors. However, in the past two decades, this inherent concepts continue to suffer the impact of the socio-cultural perspective. This perspective the learning process is seen as a social practice in specific physical, social environment, the knowledge generated by the learner to build, together closely linked with the learners. Its main source of theories, including Vygotsky's sociocultural theory, language, social theory, situated learning theory, critical theory and Bakhtin's theory of dialogue. This study is based on Bakhtin's theory of dialogue. Bakhtin that language with internal dialogue. It is generated by the structure, to achieve, maintain, change the tools of our cultural world. Learning a foreign language should not be a process of accumulation of decontextualized language form should the dialogue process in particular economic, political and historical circumstances. The purpose of this study is to Bakhtin's dialogue concept introduced Chinese Foreign Language Teaching and Research, advocacy language learning in a real dialogue and exchange among philosophy, exploring all aspects of the development of the learners in dialogue environment generated. Bakhtin's view of language and the concept of the internal dialogue on the significance of the study. The researchers select Reflective writing as a form of dialogue in this study, because this writing process consists of reading, thinking, and output is the internal dialogue perfect shell. The research environment is a web-based writing courses, students can be their own assignments online to share with their classmates. Participation in this study is a 25 university English majors. The study design is divided into two areas. The first link students with great dialogue, write to reflect on this part of the high school students first read the text, its dialogue with the main body is the student-US authors. The second aspect is the students in dialogue with the students, and that students write a second to reflect on reflection, after reading the first part of the Essay. After two rounds of dialogue, the researchers extracted five students were interviewed in order to generate more comprehensive understanding of the students in dialogue. In this study, using grounded theory to analyze the material. Researchers progressively encoded data abstraction, classification, modular and find two aspects of the dialogue, the student has four outputs. In the first round of the dialogue, the student outputs include: sight communion, self-other hand, the emotional resonance, and rhetorical assimilation. In the second part of the dialogue, the student's outputs include: build a sense, cognitive skills development, peer learning and self-other hand. Students from the results of this study can be summarized in two dialogue harvest of three areas: (1) the use of cognitive skills. Students to analyze their students to reflect on the article, the use of the understanding, analysis, classification, general evaluation of a variety of cognitive skills. (2) belief in the perfection of life. Essay topic through dialogue with the great man and peers, students have a deeper knowledge and understanding, to improve their own living faith. (3) improvement of writing skills. The first round of dialogue with high school students by the man style, used a lot of rhetoric in the process of writing. The second round of dialogue with middle school students to absorb nutrients from their peers who reflect on their own writing skills at the same time. In addition, the researchers also explored the characteristics of the students in which the dialogue space and reflective writing. In this study, the following revelations of foreign language teaching: (1) Teachers should create a real space for dialogue to promote interaction in the learning process, the dynamic interaction of these contexts can be given the structure of language to meaning. 2) reading, thinking, writing combined reflection writing students with real text dialogue, generate new ideas and language. (3) to attach importance to the quality of dialogue resources, dialog text emotional, cognitive, language students bring beauty to promote both generated boosters, is also the language selection, within facsimiles. The limitations of this study lies in the breadth and depth of data collection is not enough, not quite fully explore the students' language development. The theoretical value of this research is to expand the perspectives and methods of the study of second language learning Chinese language learning Context. Its practical significance is that through advocacy will be learning in a real dialogue environment which radiate the vitality of the language in the teaching and learning of foreign languages.

Reading and Writing Reflection: Dialogue between Reader and Author

Abstract

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