New research on the written and ora

New research on the written and oral aspects of educational language use has recently also been
extended to higher education. There is a growing literature, for instance (cf. Taylor, 1988; Lea, 1994;
Ivanic, forthcoming) on the gap between faculty expectations and student interpretations of what is
expected in student writing. Mary Lea (1994) notes that faculty frequently assume that academic
literacy – the formal, often detached and impersonal register of much writing in universities – will be
learned over the years through constant interactions between tutors and students so that they can
make these comments without having to make explicit the underlying assumptions. Recent research
on students’own perspectives (Cohen, 1991; Ivanic, forthcoming) has brought it home that this is not
necessarily the case; students and faculty are often at cross purposes regarding the notion of “making
generalizations,” “making themes more explicit,” etc. which rest on hidden assumptions about the
model of literacy – in this case of “academic literacy” – being held by the various participants. As Lea
(1994) points out from her study of mature students, many were already skilled in writing before they
came to university, but the demands of “academic literacy” seem to deskill them – “I thought I could
write until I came here.” Many students see the requirements of academic literacy – explicitness,
formality, lack of the first person, etc. – as a “game” in which they are being asked to take on an
identity that is “not me,” that is not true to their image of their “true” self (Ivanic, forthcoming). It is at
this level – identity, self-hood, personality – rather than simply at the level of writing technique, skills,
grammar, etc. that the conflict and miscommunication around academic writing often occurs between
students and tutors (Street, 1994). This represents a new research perspective on written language in
the academy, with applications in researchers’own places of work.

Results (Malay) 2:

Penyelidikan baru kepada aspek bertulis dan lisan penggunaan bahasa pendidikan baru-baru ini juga telah
diperluaskan kepada pendidikan tinggi. Terdapat kesusasteraan yang semakin meningkat, misalnya (rujuk Taylor, 1988; Lea, 1994;
Ivanic, yang akan datang) di jurang antara jangkaan fakulti dan tafsiran pelajar apa yang
diharapkan dalam penulisan pelajar. Mary Lea (1994) menyatakan bahawa fakulti kerap menganggap bahawa akademik
celik - daftar yang formal, sering berkembar dan bersifat peribadi banyak penulisan di universiti - akan
belajar selama ini melalui interaksi berterusan antara tutor dan pelajar supaya mereka boleh
membuat komen-komen ini tanpa untuk membuat jelas andaian asas. Penyelidikan terkini
perspektif penuntut itu (Cohen, 1991; Ivanic, yang akan datang) telah membawa pulang bahawa ini tidak
semestinya kes itu; pelajar dan fakulti sering pada tujuan silang mengenai konsep "membuat
generalisasi," "membuat tema yang lebih jelas," dan lain-lain yang berehat andaian tersembunyi tentang
model celik - dalam kes ini "celik akademik" - yang dipegang oleh pelbagai peserta. Sebagai Lea
(1994) menunjukkan daripada kajian beliau pelajar matang, ramai yang sudah mahir secara bertulis sebelum mereka
datang ke universiti, tetapi tuntutan "celik akademik" seolah-olah deskill mereka - "Saya fikir saya boleh
menulis sehingga saya datang ke sini. "Ramai pelajar melihat keperluan literasi akademik - kegamblangan,
formaliti, kekurangan orang yang pertama, dan lain-lain - sebagai" Permainan "di mana mereka diminta untuk mengambil satu
identiti yang" bukan saya, "yang tidak benar kepada imej mereka "benar" mereka sendiri (Ivanic, yang akan datang). Ia berada pada
tahap ini - pengenalan, hud diri, personaliti - dan bukan hanya pada tahap teknik penulisan, kemahiran,
tatabahasa, dan lain-lain bahawa konflik dan salah faham di sekitar penulisan akademik sering berlaku antara
pelajar dan tutor (Street, 1994). Ini merupakan perspektif penyelidikan baru kepada bahasa ditulis dalam
akademi itu, dengan permohonan di tempat-tempat researchers'own kerja.