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Advanced academic literacy development : a case study of a successful Chinese doctoral student / Rong Ma
// Language, Culture and Curriculum Volume 32, No 2/2019 2019p. 207-222 This study investigates the process and its effect for a doctoral student's advanced academic literacy (AAL) development in the context of student-supervisor relationship (SSR). The data sources comprise an authentic three-year tutorial record and 68 reflective learning journals written by a successful Chinese doctoral student of linguistics. The case shows that the participant developed a cognitive, cooperative, dialogic and instructive student-supervisor relationship and her learning activities in doctoral education are rich and constructive. The participant built her expertise mainly through knowledge acquisition and by a significant amount of academic writing practice for publication. Aided by her supervisor, the participant successfully joined as a research member the given sociocultural community. This socialisation promotes her professional identity transformation. The findings also reveal some weaknesses in the participant's AAL development, such as a lack of solid theoretical knowledge base, meaningful peer interaction, and in-depth integration into the international academic community.
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