Conceptualisation and teaching of academic writing in an ESL context : a case study with first year university students.

摘要

The present thesis is based on a Case Study of an academic writing course, the WrittenudEnglish I module, in the Rwandan context of English as Second Language. The study wasudmotivated by reports about low academic writing abilities of Rwandan students, abilitiesudwhich were likely to be worsened by the recent decision of switching to English as theudmedium of instruction for almost all levels of the Rwandan education system. The studyudwas also particularly motivated by the existing paucity of research on L2 writing in theudAfrican context.udThe study thus set out to investigate institutional discourses, conceptualisations, andudteaching practices related to the module with focus on (a) the existing institutionaluddiscourse regarding academic literacy practices, (b) lecturers’ understanding of academicudliteracy and expectations of students, and (c) the pedagogical and assessment practicesudused in the module.udThe research was framed by pedagogic and academic literacy theories to understandudconceptualisations and practices associated with the module under investigation. Indeed,udthe investigation was carried out with reference to recent developments in academicudwriting theories problematising the effectiveness of teaching approaches based on a seriesudof decontextualised skills that students have to learn. The study was particularlyudunderpinned by the view suggesting understanding students’ difficulties based on theirudlanguage background and the specificity of the sociolinguistic context in which they haveudevolved. That is, the social practices model of academic writing which has the advantage ofudbeing inherently hybrid incorporating both the technical skills and the discourse practicesuddemanded in the social institution of HE.udThe case study method was deemed appropriate as the focus was on understanding of theudphenomenon in its natural setting with a particular attention to contextual conditions andudexperience of the participants (see Lacono, Brown, & Holtham, 2009). In terms of dataudcollection methods, the study is based on a qualitative investigation using (i) analysis ofuddocuments such as handouts on ‘essay’ writing, assignment guidelines, samples of students’ writing, (ii) observation of classes, and (iii) interview of lecturers and a sample of students.udWith regard to findings, the research highlights challenges related to the dominance of an autonomous model – based on discrete skills – in teaching of academic writing in an ESL context, as is the case for the module investigated. Findings unveil a network of issues at institutional, conceptual and pedagogical levels. Analysis of the investigated teaching and learning process suggests the existence of a link between lecturers’ conceptualisations of academic writing and the form of practices used for development of competences in this activity. In other words, the practices as described are at a certain extent underlain by lecturers’ views of language and students, as well as what is involved in writing and learning to write. Further, through reflections on the practices in place for the Written English I module, findings of the study suggest paying attention to the approach consisting in viewing literacy as a social practice and problematisation of the autonomous model dominant in the investigated setting. Such an approach, used complementarily with technical skills addressing basic linguistic and structural skills of student-writers, is likely to facilitate novice-writers to find their own strategies to cope and adapt to the new practices and, on long-term, to constitute a new identity as members of academia.udThat is why, as indicated in the concluding part of the thesis, an argument is made in favour of a hybrid approach to teaching academic writing in L2 context. Such an approach is presented as likely to help in addressing students’ difficulties in terms of the linguistic rules as required by the writing conventions in use, but also in terms of meaning making in the complex disciplinary areas of HE.udConcerning the form of provision of academic writing course geared to first year university students such as the Written English I module, it is to be regarded as a positive move that the provision investigated is located in the main curriculum of the institution as a subject rather than a form of writing support. This leads to the course being treated as a normal-status subject and mainstreamed in the academic activities to such a point that students take the course seriously. However, the course is not supposed to overlook particular requirements related to the context of learning or disciplinary areas of writing.udRecommendations have also been made for further research. These are related to the need of an exploration at the NUR and other Rwandan HE institutions to find out what the general patterns characterising teaching of academic writing in the Rwandan HE are. Research has also been suggested into the assessment and feedback practices fore-grounded in the Rwandan HE and their impact on students’ engagement with the academic writing as well as the potential development of competences in that activity. Proposition of a study has also been made to examine how the critical issue of disciplinary writing is perceived and approached by lecturers in the Rwandan HE. This research, exploring lecturers’ perspectives on hybrid discourses and disciplinary genres in the academic writing course, is seen as likely to help in better illuminating the issue of monolithic conceptions of academic discourse which often characterise classroom practices.