國立虎尾科技大學 |

Multilingual Writers' Perceptions and Use of L1 in a U.S. Composition Class : = A Case Study of Nepalese Students.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Multilingual Writers' Perceptions and Use of L1 in a U.S. Composition Class :/
其他題名:	A Case Study of Nepalese Students.
作者:	Pandey, Shyam Bahadur.
面頁冊數:	1 online resource (119 pages)
附註:	Source: Masters Abstracts International, Volume: 56-04.
Contained By:	Masters Abstracts International56-04(E).
標題:	English as a second language. -
電子資源:	click for full text (PQDT)
ISBN:	9781369786514

Multilingual Writers' Perceptions and Use of L1 in a U.S. Composition Class : = A Case Study of Nepalese Students.
Pandey, Shyam Bahadur.

Multilingual Writers' Perceptions and Use of L1 in a U.S. Composition Class :A Case Study of Nepalese Students. - 1 online resource (119 pages)

Source: Masters Abstracts International, Volume: 56-04.

Thesis (M.A.)

Includes bibliographical references

This thesis shares a qualitative study of multilingual student writers' perceptions and attitudes toward the use of L1 (i.e., Nepali) in L2 (i.e., English) writing. The research questions include: 1) What are Nepalese students' attitudes toward using their L1 in a first-year composition class in the U.S.? and 2) How do Nepalese undergraduate students in a U.S. composition class use their L1 for the research writing process? A case study research design was adopted to shed light on the lived experiences multilingual writers in U.S. university writing programs. Nepalese students were recruited from two multilingual sections of English 101 Composition at Minnesota State University, Mankato, and nine participants consented. The data collection process spanned one academic semester, and data sources included a questionnaire, an interview, and written artifacts. Recursive content analysis was employed for data analysis. Data sources were transcribed and coded using MAXQDA12 software. Emerging themes from the data analysis include: L2 writing in a cross-cultural context, L1 use in L2 research writing, and multilingual writers' identities. Findings, including participants' perception of their L1 as an L2 writing resource and participants' use of L1 at various stages of the L2 writing process, inform current and future writing instructors' ability to better meet the needs of multilingual writers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369786514Subjects--Topical Terms:

1148422
English as a second language.
Index Terms--Genre/Form:

554714
Electronic books.

Multilingual Writers' Perceptions and Use of L1 in a U.S. Composition Class : = A Case Study of Nepalese Students.
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245 1 0 $a Multilingual Writers' Perceptions and Use of L1 in a U.S. Composition Class : $b A Case Study of Nepalese Students.
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500 $a Source: Masters Abstracts International, Volume: 56-04.
500 $a Adviser: Sarah Henderson Lee.
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504 $a Includes bibliographical references
520 $a This thesis shares a qualitative study of multilingual student writers' perceptions and attitudes toward the use of L1 (i.e., Nepali) in L2 (i.e., English) writing. The research questions include: 1) What are Nepalese students' attitudes toward using their L1 in a first-year composition class in the U.S.? and 2) How do Nepalese undergraduate students in a U.S. composition class use their L1 for the research writing process? A case study research design was adopted to shed light on the lived experiences multilingual writers in U.S. university writing programs. Nepalese students were recruited from two multilingual sections of English 101 Composition at Minnesota State University, Mankato, and nine participants consented. The data collection process spanned one academic semester, and data sources included a questionnaire, an interview, and written artifacts. Recursive content analysis was employed for data analysis. Data sources were transcribed and coded using MAXQDA12 software. Emerging themes from the data analysis include: L2 writing in a cross-cultural context, L1 use in L2 research writing, and multilingual writers' identities. Findings, including participants' perception of their L1 as an L2 writing resource and participants' use of L1 at various stages of the L2 writing process, inform current and future writing instructors' ability to better meet the needs of multilingual writers.
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538 $a Mode of access: World Wide Web
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