各国语言/Languages
英语/English 法语/Français 俄语/Русский 阿拉伯语/العربية 西班牙语/Español 德语/Deutsch 日语/日本語 印尼-马来/Indonesia 朝鲜语/한국어 意大利语/Italiano 葡萄牙/Português 印地语/हिन्दी 泰语/Việtไทย 越南语/Tiếng
Welcome to GDUFS!

Writing process and development as distributed cognition

In L2 writing research, scholars tend to take a cognitive approach to understand students’ writing process and development, viewing textual features or writing strategies as developed internally within the writer. Adopting the Actant-Network Theory (ANT) (Latour), I will propose a practice-based approach to studying writing process and development. According to the ANT perspective, in the composing process a writer will interact with diverse actors and tools to develop associations and meanings. Writing development means the writer expands and strengthens the associations across contexts. In this practice-based approach, thus, we study how a writer interacts with other actors and tools to develop associations and meanings. To illustrate this approach, I will draw on a study of Chinese international students’ reading and writing activities in an English-medium program in Guangzhou. Tracing a few students’ literate activities across classrooms, bars, restaurants, and social media, I will show that they interacted with diverse actors and drew diverse resources in constructing meaning across these contexts. The texts they produced in the classroom were intricately connected with literate activities and resources outside of school.

Starts

14:30, June 29th (Thursday)

Location

Room A209, Teaching Building No.6

More Info