6.4.2 Individual Differences and Genre-based Pedag...
Dörnyei and Skehan(2003)suggest that one motive for investigating individual differences is to incorporate the findings into language learning activities in order to optimise language learning outcomes by tailoring teaching activities based on learner characteristics.For example,Muñoz(2007)proposes that the classroom practice activities can draw on the strength of learners of different age group.However,integrating learner differences of genre practices into genre-based instruction is a more complex issue.Unlike the benchmarks of grammaticality or acceptability for linguistics forms,genre practices do not have a clear set of norms.
There is,however,some good motivation for pursuing investigation of individual differences of genre practices as a way to improve genre-based instruction for L2 students.Previous studies on the communication between L2 thesis writers and their supervisors have revealed difficulties and discontent on both sides.Jenkins,Jordan,and Weiland(1993)surveyed 176 supervisors and the results revealed the dissatisfaction among supervisors with the writing of non-native students.On the other hand,Dong(1998)surveyed 137 native and non-native graduate students and found that non-native graduate students to be less satisfied with the supervision and the feedback they received than the native students.The influence of the genre conventions of former community revealed in this study can be used to help both parties to understand the difference between non-native students’writing and the typical practice of the community,facilitating the development of tailored academic writing instructions.
As mentioned at the beginning,genres as a social convention with an emphasis on conformity may be at odds with individual style and self-expression.The methodology of many comparative genre studies may lead to an over-emphasis on conformity and restricted norms.The findings of the present study highlight individual differences within each local disciplinary community,especially in the two mixed communities.It indicates that variation in genre practices among members of a community does exist and is acceptable since the thesis writers can be said to be successful in that they have graduated and their writing has been accepted by expert members of the community.Given that genre-based pedagogies are informed by the findings of genre analysis,it is proposed that individual differences and the range of variation should be included in empirical investigations of genre and referred to in the teaching of academic writing.
To sum up,this study examines individual variation within local disciplinary communities and explores possible factors that may account for the variation uncovered.Statistical tests show that there is no significant difference between texts following different research traditions(i.e.confirmatory,descriptive and hybrid).There is evidence of changes over time for some moves in the China and America sub-corpora.I have suggested that the variation over time in the China community may reflect the influence of genre conventions of English-medium communities on non-English-medium communities.Traces of influence from the former academic community were observed in the writing of Chinese students in New Zealand and America.Apart from these factors,there may be other influence on genre practice that may have caused individual variation such as the preferences of the supervisor.The findings of the present study show that individual variation in genre practice exists within communities,especially those with international students.
The present study has some limitations.First,it only examined the individual differences in one uniform community,i.e.China,which is famous for its collective culture.Thus,the pattern of reduced variation of the uniform community might be related to the specific culture of this community.Further studies are needed to check the generalizability of the findings on the variation pattern of other examples of a uniform community.Second,the top-down approach of examining the contributing factors of individual variation may have confined the identification of unexpected factors.A combination of the corpus-based approach and the ethnographic approach may gain a more thorough understanding of the causes for genre variation.Nevertheless,this research offers an initial exploration of individual differences in genre practice within a discourse community.The findings of the study provide empirical evidence against the homogeneous view of community practice implied in many genre-based studies.
【注释】
[1]The standardised lengt h of a move is calculated by dividing the number of word of the moves by the word count of the opening section.
[2]In this study,the use of Move 2a Preparing practical rationales and Move 2b Preparing empirical rationales are stated separately because it was found that the groups(e.g.CHCH)that give more attention to practical rationale use less empirical rationale,and vice versa(e.g.OTHUS).When Move 2a and 2b are combined,the differences between the two sub-moves are neutralized and the distinctions within Move 2 were hidden.
[3]Pillai’s Trace is a powerful and robust multivariate measure.It is the sum of the proportion of explained variance on discriminant functions.
[4]If a study is mainly confirmatory but has a small portion of descriptive research,it is still labelled as confirmatory rather than hybrid.