First-year students' conflicts during their construction of an academic identity in English as a foreign language: Implementing Cultural-Historical Activity Theory

This paper constructs a theoretical framework that views academic writing from a context-based perspective. The shift from text to context results from implementating the concept of activity system into the academic community, envisioning academia as the sum of the interactions among its comp...

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Autor principal:	Angels Oliva-Girbau
Formato:	article
Lenguaje:	CA EN ES FR
Publicado:	Universitat Autònoma de Barcelona 2011
Materias:	Activity systems Cultural Historical Activity Theory academic genres academic identity context Special aspects of education LC8-6691 Language and Literature P
Acceso en línea:	https://doaj.org/article/b7d024c479a64654917e750ea834d207
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id	oai:doaj.org-article:b7d024c479a64654917e750ea834d207
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spelling	oai:doaj.org-article:b7d024c479a64654917e750ea834d2072021-11-25T13:23:26ZFirst-year students' conflicts during their construction of an academic identity in English as a foreign language: Implementing Cultural-Historical Activity Theory10.5565/rev/jtl3.4212013-6196https://doaj.org/article/b7d024c479a64654917e750ea834d2072011-10-01T00:00:00Zhttps://revistes.uab.cat/jtl3/article/view/421https://doaj.org/toc/2013-6196 This paper constructs a theoretical framework that views academic writing from a context-based perspective. The shift from text to context results from implementating the concept of activity system into the academic community, envisioning academia as the sum of the interactions among its components (users, tools, goals and results), which was applied into an instrumental English course for first-year students through reflective activities that promoted awareness and discussion of the components of the academic community during students' inititiation. We analyse the results of the first one of these activities, a questionnaire students answered as part of the classwork. Their replies to this questionnaire show lack of awareness of the components of the academic activity system, one of the sources of the conflicts they experience during their initiation into the academy. Finally, we suggest a new approach to writing instruction that involves the convergence of research and instruction. Angels Oliva-GirbauUniversitat Autònoma de BarcelonaarticleActivity systemsCultural Historical Activity Theoryacademic genresacademic identitycontextSpecial aspects of educationLC8-6691Language and LiteraturePCAENESFRBellaterra Journal of Teaching & Learning Language & Literature, Vol 4, Iss 3 (2011)
institution	DOAJ
collection	DOAJ
language	CA EN ES FR
topic	Activity systems Cultural Historical Activity Theory academic genres academic identity context Special aspects of education LC8-6691 Language and Literature P
spellingShingle	Activity systems Cultural Historical Activity Theory academic genres academic identity context Special aspects of education LC8-6691 Language and Literature P Angels Oliva-Girbau First-year students' conflicts during their construction of an academic identity in English as a foreign language: Implementing Cultural-Historical Activity Theory
description	This paper constructs a theoretical framework that views academic writing from a context-based perspective. The shift from text to context results from implementating the concept of activity system into the academic community, envisioning academia as the sum of the interactions among its components (users, tools, goals and results), which was applied into an instrumental English course for first-year students through reflective activities that promoted awareness and discussion of the components of the academic community during students' inititiation. We analyse the results of the first one of these activities, a questionnaire students answered as part of the classwork. Their replies to this questionnaire show lack of awareness of the components of the academic activity system, one of the sources of the conflicts they experience during their initiation into the academy. Finally, we suggest a new approach to writing instruction that involves the convergence of research and instruction.
format	article
author	Angels Oliva-Girbau
author_facet	Angels Oliva-Girbau
author_sort	Angels Oliva-Girbau
title	First-year students' conflicts during their construction of an academic identity in English as a foreign language: Implementing Cultural-Historical Activity Theory
title_short	First-year students' conflicts during their construction of an academic identity in English as a foreign language: Implementing Cultural-Historical Activity Theory
title_full	First-year students' conflicts during their construction of an academic identity in English as a foreign language: Implementing Cultural-Historical Activity Theory
title_fullStr	First-year students' conflicts during their construction of an academic identity in English as a foreign language: Implementing Cultural-Historical Activity Theory
title_full_unstemmed	First-year students' conflicts during their construction of an academic identity in English as a foreign language: Implementing Cultural-Historical Activity Theory
title_sort	first-year students' conflicts during their construction of an academic identity in english as a foreign language: implementing cultural-historical activity theory
publisher	Universitat Autònoma de Barcelona
publishDate	2011
url	https://doaj.org/article/b7d024c479a64654917e750ea834d207
work_keys_str_mv	AT angelsolivagirbau firstyearstudentsconflictsduringtheirconstructionofanacademicidentityinenglishasaforeignlanguageimplementingculturalhistoricalactivitytheory
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First-year students' conflicts during their construction of an academic identity in English as a foreign language: Implementing Cultural-Historical Activity Theory

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