Discourse Socialization Through Oral Classroom Activities in a TESL Graduate Program
By N. Morita. 2000
324 citations recorded by the source corpus.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/1a2398209d701ea0ec532796b104beac4311fa04
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- Students' Perceptions toward Using Classroom Debate to Develop Critical Thinking and Oral Communication Ability (2015, unknown): “…the importance and significance of speaking skill among students, especially ESL/EFL learners, findings of relevant studies express concerns regarding the speaking ability of students in general and ESL learners in particular (Kim, 2006; Cheng, Myles, & Curtis 2004; Morita, 2000; Ferris, 1998).”
- Negotiating Participation and Identity in Second Language Academic Communities. (2004, background): “Scholars taking this approach investigate the situated or socially and temporally constructed process by which newcomers become socialized into academic discourses at various levels of schooling (e.g., Belcher, 1994; Casanave, 1992, 1995; Duff, 2001, 2002; Harklau, 1999, 2000; Morita, 2000; Prior, 1”
- General Academic Difficulties and Reading and Writing Difficulties among Asian ESL Postgraduate Students in TESOL at an Australian University (2011, background): “Lee and Lew (2001) in a US context and Morita (2000) in Canada have found that linguistic, psychological and sociocultural factors can be attributed to teacher students’ success, difficulties or socialization while completing course requirements.”
- The Routledge Handbook of English for Academic Purposes (2016, background): “Instead, he argues that it also reveals the marketisation and neo-liberalisation of higher education, which is most definitely not a neutral activity (Pennycook, 1997, pp. 258–259).”
- A Child's Development of Interactional Competence in a Swedish L2 Classroom. (2007, background): “As demonstrated by second language (L2) ethnographies, participation in social activities in the classroom is related to second language acquisition and socialization (e.g., Bayley & Schecter, 2003; Duff, 1995; Hall 1998; Morita, 2000; Willet, 1995).”
- Language, culture, gender, and academic socialization (2009, background): “…ways of knowing and communicating in a given discipline but also negotiate their multiple identities, access to and membership within their new academic communities, and social relations of power (e.g. Canagarajah 2004; Casanave 1995; Duff 2003; Leki 2001; Morita 2000, 2004; Prior 1998).”
- Second language socialization as sociocultural theory: Insights and issues (2007, background): “…at the University of British Columbia and I have been examining questions such as these within courses or programs (i.e. communities of practice) in a Canadian university with a mixture of domestic and international students (e.g., Morita 2000, 2004; Kobayashi 2003, 2004; Zappa-Hollman 2007).”
- Towards a Better Understanding of Academic Acculturation: Second Language Students in Canadian Universities (2008, background): “…Revue canadienne des langues vivantes, 65, 2 (December/décembre), 307–333 In recent years, a growing body of literature has examined the academic acculturation processes of L2 students in higher education settings (e.g., Ivanič, 1998, 2006; Johns, 1997; Leki, 1995; Morita, 2000; Spack, 1997).”
- Language Socialization into Academic Discourse Communities (2010, background): “instructors and peers more than before and are therefore being researched more by language socialization scholars as well (e.g., Duff, 1995, 2009; Duff & Kobayashi, 2010; Kobayashi, 2006; Morita, 2000; Tracy, 1997; Zappa-Hollman, 2007b).”