Our purpose in this paper is to show how the output of academic student-writers demonstrates the different ways in which they react to the discipline’s discoursal demands and how that, in turn, forms their writer identity. We also argue that the current Second Language Acquisition (SLA) theory fails to adequately integrate notions of second language (L2) academic writer identity and the social contexts in which L2 writers produce their texts.
Anderson, R., Lehman, I. (2018). Second Language Academic Writer Identity, Relations of Power and Discourse Practices. KWARTALNIK NEOFILOLOGICZNY, 4, 507-516 [10.24425/kn.2018.125000].
Second Language Academic Writer Identity, Relations of Power and Discourse Practices
Anderson, R
;
2018
Abstract
Our purpose in this paper is to show how the output of academic student-writers demonstrates the different ways in which they react to the discipline’s discoursal demands and how that, in turn, forms their writer identity. We also argue that the current Second Language Acquisition (SLA) theory fails to adequately integrate notions of second language (L2) academic writer identity and the social contexts in which L2 writers produce their texts.
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