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Understanding students’ mimicry, emulation and imitation of
genre…
Understanding students’ mimicry, emulation and imitation of
genre exemplars: An exploratory study
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5 Ambiguity-not very clear about students’ perception,
interpretation, and application of genre exemplars
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6 Focus - on how novice student writers
make sense of and use genre exemplars when composing theirfirst academic papers in university.
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2 To facilitate the internalization process of moving from being object- and other-regulated to being self-regulated,
the quantity and quality of scaffolding must be attuned to students’ZPDs
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1 There is a need to map performance on to (meta)
cognitive process when assessing student learning in academic writing.
44 EFL (English as a foreign language) students majoring in International Tourism and Convention at a university in south China - difficulties: citation and organization
2) How do they perceive and use genre exemplars to mediate the process of composing theirfirst term papers?
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1) Do novice student writers mimic, emulate or imitate the genre features in the exemplars?
- Data collection and analysis
Quantitative measures (e.g., the numbers of in-text citations and sources in the reference list)
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Maximum variation method (Patton, 2002) to select eight students
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- Theoretical framework - three Vygotskian concepts:imitation, emulation, and mimicry
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2.1. Zone of proximal development, scaffolding, and imitation
1 Cognitive development - a social-psychological process meditated
by both physical and symbolic tools (Vygotsky, 1978; 1987).
Learning begins as a social (inter-mental) process and evolves as a
psychological (intra-mental) process (Vygotsky, 1978; 1987).
The support in learners’apprenticeship is
called scaffolding (Wood, Bruner, & Ross, 1976).
other mediation 
self-internalization
2 learning process
1 Scaffolding - (Wood, Bruner, & Ross, 1976)
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- Students’ imitative learning profiles
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First, all of them
attempted or enacted imitation
Second, some students attempted imitation but changed back to emulation
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It will be
necessary to adopt a longitudinal design to examine the trajectory of students’ imitative learning across timescales.