Brezilyalı Yüksek Lisans Öğrencilerinin İngilizce Akademik Yazıda Karşılaştıkları Zorluklara Dair Algıları

Year 2019, Volume: 36 Issue: 1, 53 - 75, 22.07.2019

Marina S. Dantas-lunn , Marília M. Ferreira

Abstract

Uluslararası saygın İngilizce dergilerde yayın yapmak,
yabancı dil olarak İngilizce alanındaki 
tecrübesiz araştırmacıları, özellikle de yükseklisans öğrencilerini,
zorlamaktadır. Bu zorluklar Brezilya dışındaki ülkelerde yaygın bir şekilde
çalışılmaktadır (Bitchener & Basturkmen, 2006; Lavelle & Bushrow, 2007;
Zhang & Mi, 2010; Huang, 2010; Phakiti & Li, 2011; Pessoa, Miller &
Kaufer, 2014; Smirnova, 2015). Bu zorlukları ortaya çıkarmak için, bir anket
geliştirilmiş ve Brezilya’nın en kalabalık devlet üniversitesinden 303 yüksek
lisans öğrencisine uygulanmıştır. En sık karşılaşılan zorlukların İngilizcenin
doğal kullanımı, edatların doğru kullanımı ve yeni türlerde yazma olduğu tespit
edilmiştir. Katılımcılar “iyi” İngilizce yazımında ifade netliğini çok önemli
bulmuşlar; ancak kelime dağarcığı ve dilbilgisindeki eksikleri düşünüldüğünde
netliği sağlamanın bir o kadar zor olduğunu belirtmişlerdir. Bu sonuçlar,
katılımcıların geleneksel bir dil ve yazı görüşünü benimsemeleri (Zamel, 1976;
1982) ve İngilizcede akademik anlatım konusundaki deneyimsizlikleriyle
açıklanabilir.

Keywords

Yazma zorlukları, akademik amaçlı İngilizce, akademik okuma-yazma, Brezilyalı yüksek lisans öğrencileri

Brazilian Graduate Students’ Perceptions of Their Challenges with Academic Writing in English

Abstract

International publication in prestigious English journals challenges
novice EFL researchers, especially graduate students. While these challenges
have been extensively studied abroad (Bitchener & Basturkmen, 2006; Huang,
2010; Lavelle & Bushrow, 2007; Pessoa, Miller & Kaufer, 2014; Phakiti
& Li, 2011; Smirnova, 2015; Zhang & Mi, 2010), they have not in Brazil.
To uncover these difficulties, a questionnaire was designed and applied to 303
graduate students from the largest Brazilian public university. The most
frequent challenges were writing in natural-sounding English, using
prepositions, and writing unknown genres. Participants also perceived clarity
as very important in “good” English writing, yet hard to achieve given their
vocabulary or grammatical limitations. These results might be explained by the
participants’ affiliation to a traditional view of language and of writing
(Zamel, 1976, 1982) and their lack of experience with academic discourse in
English, possibly due to their insufficient English literacy trajectories.

Keywords

Writing difficulties, EAP writing, academic literacy, Brazilian graduate students, internationalization

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