acquiring inter-cultural academic writing skills a european perspective claudia maria riehl...

Acquiring Inter-Cultural Acquiring Inter-Cultural Academic Writing Skills Academic Writing Skills

A European PerspectiveA European Perspective

Claudia Maria RiehlClaudia Maria Riehl

Universität zu KölnUniversität zu Köln

Claudia Maria Riehl, University of Cologne, II LASC Roundtable, 18 Feb 2010Claudia Maria Riehl, University of Cologne, II LASC Roundtable, 18 Feb 2010 22

Structure of the talkStructure of the talk

Studies on academic writing in EuropeStudies on academic writing in Europe Studies on semi-professionals Studies on semi-professionals Empirical data: Writing in L2 GermanEmpirical data: Writing in L2 German Conclusions and impacts on L2 teachingConclusions and impacts on L2 teaching


Studies on Studies on academic academic

writingwriting


A short-cut overviewA short-cut overview

Pioneering works on intercultural Pioneering works on intercultural differences in academic writing: Kaplan differences in academic writing: Kaplan (1966ff), Clyne (1981ff), Galtung (1985)(1966ff), Clyne (1981ff), Galtung (1985)

Cultural differences in text organizationCultural differences in text organization In the following: a wide range of studies on In the following: a wide range of studies on

different aspects (macro-structure, style, different aspects (macro-structure, style, self-reference etc.) in various languagesself-reference etc.) in various languages


European studiesEuropean studies

Studies on complex text types (manuals, Studies on complex text types (manuals, text books etc.) (French-German, Adamzik text books etc.) (French-German, Adamzik et al. 2001)et al. 2001)

Subjectivity and involvement ('Eastern Subjectivity and involvement ('Eastern European academic style', Breitkopf European academic style', Breitkopf (2006ff), Vassileva 1998ff)(2006ff), Vassileva 1998ff)

Contrastive Rhetoric German-English-Contrastive Rhetoric German-English-Russian (Baßler 2003, Baßler/Auer 2007)Russian (Baßler 2003, Baßler/Auer 2007)


Studies on Studies on semi-semi-

professionalsprofessionals


Why contrastive analysis of Why contrastive analysis of students' texts?students' texts?

Contrastive analyses in the area of academic Contrastive analyses in the area of academic communication represent idealized prototypes of communication represent idealized prototypes of professional writersprofessional writers

If we want to assess students' texts we have to ask:If we want to assess students' texts we have to ask: What do they know?What do they know? Where do we pick them up?Where do we pick them up?

We need a sample of students' texts in different We need a sample of students' texts in different languageslanguages


The European perspectiveThe European perspective

There has been a variety of publications There has been a variety of publications on ESL students (pioneering work: Kaplan on ESL students (pioneering work: Kaplan and Connor)and Connor)

Here: Two studies on German-Spanish and Here: Two studies on German-Spanish and German-Czech German-Czech

German-Spanish: Kaiser (2002): German-Spanish: Kaiser (2002): contrastive analysis of students' texts in contrastive analysis of students' texts in Spanish L1 and German L1 (Spanish L1 and German L1 (ensayoensayo vs. vs. SeminararbeitSeminararbeit))

Differences between German-speaking Differences between German-speaking and Spanish-speaking students (Kaiser and Spanish-speaking students (Kaiser

2002)2002)German students

convey an objective stance

set great store on formal correctness (quotations, references etc.)

express insecurity and doubts (it seems, possibly, it appears as if)

Spanish-speaking students

are oriented towards rhetorical and stylistic quality

set great store on an eloquent style

evaluate, express personal feelings (I'm interested in..., I'm very surprised that ...)


Explanations for differencesExplanations for differences

Impact of curricula (school and university)Impact of curricula (school and university) Influences of writing manuals Influences of writing manuals Impact of writing instructionsImpact of writing instructions

culturally shaped expectations about text culturally shaped expectations about text productionproduction

Research Research Project:Project:

Writing in L2 Writing in L2 German German

(Heinrich/Riehl)(Heinrich/Riehl)

Research Research Project:Project:

Writing in L2 Writing in L2 German German

(Heinrich/Riehl)(Heinrich/Riehl)


Some details of the projectSome details of the project

Starting point Starting point analysis of expository texts written by L2 students in analysis of expository texts written by L2 students in

both languagesboth languages comparison with a German control groupcomparison with a German control group

Participants:Participants: 200 students of German L2 in various 200 students of German L2 in various

universities of the Czech Republic (year 1 to 4)universities of the Czech Republic (year 1 to 4) 50 students of the University of Cologne (year 1 50 students of the University of Cologne (year 1

and 2)and 2)


TaskTask

To guarantee better chances on the global market, leading representatives of industry and economy demand a compulsory semester abroad for every university graduate.

The research unit "Studium und Beruf" carries out a survey at various universities. In this context, you are requested to express your opinion on this demand and to give reasons for your judgement.


Criteria of analysisCriteria of analysis

Macro-structural levelMacro-structural level Discourse stance: objective vs. subjectiveDiscourse stance: objective vs. subjective Stylistic level: conceptual orality vs. literacy Stylistic level: conceptual orality vs. literacy


Level of macro-structureLevel of macro-structure

linear-developing:linear-developing: associative chaining of thoughts, from an associative chaining of thoughts, from an

intrinsic perspectiveintrinsic perspective material-oriented:material-oriented:

order is based on the content and on the order is based on the content and on the perspective of the writerperspective of the writer

pattern-orientedpattern-oriented formal order, consistent macro-structureformal order, consistent macro-structure

reader-orientedreader-oriented formal order, includes the addresseeformal order, includes the addressee

Differences in macro-structureDifferences in macro-structure

0102030405060708090

100

linear-developing

material-oriented

pattern-oriented

reader-oriented

Germans

Czechs


Discourse stance:Discourse stance: Involvement Involvement

Direct speaker-hearer deixisDirect speaker-hearer deixis self-referenceself-reference address to the reader (rhetorical questions)address to the reader (rhetorical questions)

EvaluationEvaluation use of evaluating adjectives: use of evaluating adjectives: toll, super, unsinnigtoll, super, unsinnig

and modal particles: and modal particles: sicherlich, natürlichsicherlich, natürlich Das wäre wirklich wunderbarDas wäre wirklich wunderbar (AH, 1.3) (AH, 1.3)

['This would be really wonderful']['This would be really wonderful'] Das ist nicht so super Das ist nicht so super (MH, 1.4)(MH, 1.4)

['That's not so super']['That's not so super']


Levels of self-referenceLevels of self-reference

Differences in the intensity of involvement: reference at different levels Level of discourse Level of evaluation Level of argumentation (content)


1. Level of discourse1. Level of discourse

Comments at the level of discourse (e.g. advance Comments at the level of discourse (e.g. advance organizers)organizers)

a)a) Alles, was ich gerade geschrieben habe, sind die Vorteile Alles, was ich gerade geschrieben habe, sind die Vorteile (EK, 1.9)(EK, 1.9)['Everything I have written so far, are the advantages']['Everything I have written so far, are the advantages']

b)b) Eins noch möchte ich sagen Eins noch möchte ich sagen (MD, 4.4)(MD, 4.4) ['There is one thing left I would like to say']['There is one thing left I would like to say']

Differences in frequency and styleDifferences in frequency and stylec)c) Worin sehe ich die Vorteile? Was kann positiv sein? Worin sehe ich die Vorteile? Was kann positiv sein? (MP, (MP,

1.25)1.25)[Where do I see the advantages? What can be positive?][Where do I see the advantages? What can be positive?]


2. Level of evaluation2. Level of evaluation

Relativizing a statementRelativizing a statementa)a) Ich denke, dass es eine gute Idee ist, wenn… Ich denke, dass es eine gute Idee ist, wenn… (KD, 1.15)(KD, 1.15)

['I think it's a good idea, when…']['I think it's a good idea, when…']b)b) Meiner Meinung nach ist dieser Gedanke sehr gut Meiner Meinung nach ist dieser Gedanke sehr gut (EN, (EN,

2.21)2.21)['In my opinion this thought is very good']['In my opinion this thought is very good']

Examples differ in the way of judgment and in Examples differ in the way of judgment and in frequencyfrequency

c)c) Die Pflicht – dieses Wort habe ich nicht gern Die Pflicht – dieses Wort habe ich nicht gern (BB, 1.31)(BB, 1.31)['The duty – this word I don't like']['The duty – this word I don't like']

d)d) Sonst finde ich diese Idee unsinnig Sonst finde ich diese Idee unsinnig (IT, 1.29)(IT, 1.29)['Otherwise I find this idea stupid']['Otherwise I find this idea stupid']


3. Level of arguments3. Level of arguments

Using personal experience as an argumentUsing personal experience as an argumenta)a) Ich persönlich verbrachte kein Semester im Ausland als Ich persönlich verbrachte kein Semester im Ausland als

Studentin einer Universität. Ich arbeitete als Au Pair in Studentin einer Universität. Ich arbeitete als Au Pair in Deutschland. Wir haben auch Freunde im Ausland, die ich oft Deutschland. Wir haben auch Freunde im Ausland, die ich oft besuche. Als ich so 14 Jahre alt war, nahm ich mehrmals in den besuche. Als ich so 14 Jahre alt war, nahm ich mehrmals in den Ferien an den Ferienlager mit der deutschen Kindern teil. Ferien an den Ferienlager mit der deutschen Kindern teil. (KK, (KK, 4.7)4.7)['I personally never spent a semester abroad as a student at a ['I personally never spent a semester abroad as a student at a university. I worked as au pair in Germany. We also have university. I worked as au pair in Germany. We also have friends abroad, whom I often visit. When I was about 14 years friends abroad, whom I often visit. When I was about 14 years old, I attended a holiday camp with German children.']old, I attended a holiday camp with German children.']

Referring to personal attitudes and desiresReferring to personal attitudes and desiresb)b) Wenn ich Glück hätte, möchte ich natürlich im Ausland Wenn ich Glück hätte, möchte ich natürlich im Ausland

studieren, arbeiten, tanzen und den Yoga turnen. Es wäre nicht studieren, arbeiten, tanzen und den Yoga turnen. Es wäre nicht schlecht dort für ein paar Jahren leben und später vielleicht schlecht dort für ein paar Jahren leben und später vielleicht bleiben bleiben (AH, 1.3)(AH, 1.3)['When I was lucky, I of course would like to study abroad, ['When I was lucky, I of course would like to study abroad, work, dance and do the yoga. It wouldn't be bad to live there work, dance and do the yoga. It wouldn't be bad to live there for a couple of years and perhaps stay there later on.']for a couple of years and perhaps stay there later on.']

Differences between the levels of self-Differences between the levels of self-referencereference

0

10

20

30

40

50

60

70

80

90

100

no self-reference only discourselevel

evaluation discourse andevaluation

evaluation andargument level

GermansCzechs

Some Some explanationsexplanations


Impact of cultural standardsImpact of cultural standards

Differences in cultural standards Differences in cultural standards (Schroll-Machl/Nový) (Schroll-Machl/Nový)

Germany: "orientation towards facts", "planning"Germany: "orientation towards facts", "planning" Czech republic: "orientation towards persons", Czech republic: "orientation towards persons",

"improvisation""improvisation"

On discourse level: On discourse level: discourse of knowledge vs. discourse of discourse of knowledge vs. discourse of

experienceexperience


Impact of learning traditionsImpact of learning traditions

A language community decides via curricula A language community decides via curricula what kind of text types are transmitted to the what kind of text types are transmitted to the next generationnext generation

the Czech the Czech uváhauváha is completely different from is completely different from the German the German ErörterungErörterung

Culture-specific patterns are transmitted byCulture-specific patterns are transmitted by Teaching authorities: teachers, lecturersTeaching authorities: teachers, lecturers Model texts, manuals, writing instructionsModel texts, manuals, writing instructions


Consequences for SL learningConsequences for SL learning

Language teaching has to include discourse Language teaching has to include discourse traditions and culturally shaped learning traditionstraditions and culturally shaped learning traditions

One has to get an insight into the function of One has to get an insight into the function of particular elements in the discourse tradition of a particular elements in the discourse tradition of a languagelanguage

Acquiring an idiomatic expression doesn't Acquiring an idiomatic expression doesn't necessarily mean acquiring its function in the necessarily mean acquiring its function in the discourse:discourse: vgl. daher folgt es, dass ich auf alle Fälle dafür bin daher folgt es, dass ich auf alle Fälle dafür bin (Z. 29)Z. 29)

['thus it follows that I support this in all respects']['thus it follows that I support this in all respects']

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