STUDENT AND TEACHER PERCEPTIONS OF ACADEMIC ENGLISH WRITING IN RUSSIA

Abstract

Culturally-embedded educational context defines how students learn to write academic papers in professional school disciplines that include engineering, law, social and economic sciences. Explicit standards, implicit understandings, and contrasting student/teacher perceptions influence how academic writing and research may be learned, taught, and assessed. Our study discloses findings from culture-specific academic writer research in Russian educational context that does not explicitly teach academic writing at the tertiary level. The focus is Russian student (N=153) and teacher (N=52) perceptions of academic English writing with meanings and interpretations compared. Research uncovers Russian academic context and cultural norms for first language (L1) Russian academic writing that may remain implicit or transfer for students and teachers composing in foreign-language (L2) English, at home or abroad. This research is important because it informs written language use for English teachers and other professionals such as economists, engineers, lawyers, and scientists: that is, professionals in any research discipline where English may be taught and used for academic or career purposes. Characterizations are made for (a) native academic culture, (b) academic English writing, (c) strategies for academic English writing, (d) composing for academic purposes, and (e) metaphors for academic English writing.