Farzaneh Dehghan; Seyed Ayatoallah Razmjo
Abstract
A challenge for many postgraduate students is to move from the state of novice observers to those of professional contributors of a particular discourse community. They need to develop certain skills, practices, and competences, the demonstration of which is mostly through writing, called disciplinary ...
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A challenge for many postgraduate students is to move from the state of novice observers to those of professional contributors of a particular discourse community. They need to develop certain skills, practices, and competences, the demonstration of which is mostly through writing, called disciplinary writing expertise (DWE). DWE can be examined from two aspects of nature and development. This study aims at proposing a model of disciplinary writing expertise including both the competencies of DWE and factors developing these components. In-depth interviews with 28 postgraduate students of Teaching English as a Foreign Language (TEFL) were collected and research papers written by these students were used to collect data. Based on substantive considerations and the results of the content analysis, five subcomponents of DWE were identified including strategic, genre, rhetorical, subject matter and discourse community knowledge components. Meanwhile, writing strategies and goal orientations were identified as two important factors influencing the development of disciplinary writing proficiency in a foreign language context. Two questionnaires were made and piloted to endorse these two factors among 538 postgraduate TEFL students. Using structural equation modeling (SEM), we proposed a model to show the relationship among these two factors and the components of DWE. The results showed that those who followed mastery goals used all types of writing strategies to develop different subcomponents of DWE. On the other hand, those who followed context and career-directed goals used strategies to develop rhetorical knowledge mostly.
