Engaging (in) the university: Researching l2 graduate students’ academic discourse needs through affect literacy
Jo C. Doran
- School: Purdue University (0183)
- Degree: Ph.D.
- Date: 2013 pp: 364
- Advisor: Silva, Tony; Rickert, Thomas
- Source: DAI-A 75/04(E)
- Subjects: Education; Affect theory; Communication; Dissertation; Esl; Language socialization; South korea; English as a Second Language;
- ProQuest Document Number: 1491830168
- ISBN: 9781303607509
- UMI Number: AAT 3604811
The purpose of the present study is to investigate possible communication issues between Purdue University second-language graduate students and their advisors. This paper focuses on the need to develop an applicable construct of culture-specific reality that we, as teachers, might use when working with English-as-a-second-language (ESL) students in the university. I ground my ideas within a context of a second-language graduate student (L2GS) from South Korea and use a neuroscientific perspective on affect theory, studies and application of language socialization, an integration of Bourdieu’s habitus, responses from 119 Purdue University advisors, and two surveys and two questionnaires from my case study student from South Korea. In this way, I hope to show that Confucianism is more a way of life than a religion and that it may impact communication issues between L2GS and their Purdue University advisors, especially in students from Eastern Asia, as they work to complete their dissertation. Additionally, I propose a possible solution within the context of the Purdue Writing Lab, as well as offer a course designed for L2GS with communication issues as the focus.