인문계 중국인 대학원생의 학문적 글쓰기 맥락 활성화 양상 연구

A Study on the Activation Aspect of Academic Writing Context of Chinese Graduate Students in the Humanities: Based on In-depth Interview Data

Many studies have shown that academic writing is not only a cognitive behavior but also a social behavior. This paper focuses on the social aspect of academic discourse construction and aims to analyze the aspect of foreign graduate students activating the context of academic discourse writing in the graduate school. Three Chinese graduate students were selected for in-depth interviews on the experiences of graduate academic writing. Through qualitative analysis, we found that the textual context was activated most actively and implemented in the actual academic discourse. However, due to the nature of the academic writing task given by the graduate school, participants’ understanding of factors of the context of situation was higher than that of their master’s level. The degree of activation of the socio-cultural context was also different according to the characteristics of the major or the individual’s study background. Based on this, it is necessary to recognize the dynamics of the context in the academic writing context activation education. In order to induce the motivation of the learner’s context activation, it is necessary for the learner to understand why we should use strategies of activating the academic writing context and how it functions.