Background: The ability to create a context is essential in writing the introduction of a research article (RA). This study explores the experience of engineering Ph.D. students in Australia, for whom English is an Additional Language (EAL), in using a problem-solution-based writing model to develop context-creating skills in writing RA introductions. Research question: What is the experience of engineering Ph.D. students in creating contexts through explicit learning of a problem-solution-based model for writing RA introductions? Literature review: Genre-based teaching is a common approach in the second language classroom. Recently, a genre-based approach for writing the introduction of engineering RAs has been proposed. The descriptive values of the model, PSP-CaRS, have been shown in corpus studies of published engineering RAs. However, its applicability has not been explored pedagogically. Methodology: Twenty-nine Ph.D. students were asked to respond to a questionnaire nine months after learning the model and reflect on their experience using it. The findings were then corroborated with data obtained from interviews, researcher observation, and writing samples. Results: The findings showed that the participants perceived PSP-CaRS to be useful and they continued using it after nine months despite some difficulties encountered in the writing process. Participants’ responses showed that explicit teaching of PSP-CaRS formed the foundation upon which more competent skills to create contexts were developed through practice and integration of subject knowledge. Discussion: Explicit teaching using a model can impart the basics of genre awareness to students. Once students gained an in-depth understanding of the model by working through their difficulties, they developed better genre awareness, and used the model adaptively to visualize and write their RA introductions. Conclusion: The results confirm the usefulness of the proposed model and reveal how a continuing process of learning and practicing using the model helps students develop their skills to create contexts and enhance their genre awareness.

中文翻译：

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使用基于问题解决方案的写作模型在工程研究写作中创建语境：博士的经验 学生们

背景：创建背景的能力对于撰写研究文章 (RA) 的介绍至关重要。本研究探讨了工程博士的经验。在澳大利亚，英语是附加语言 (EAL) 的学生，使用基于问题解决方案的写作模型来培养撰写 RA 介绍的情境创造技能。研究问题：工程博士的经历是什么？学生通过明确学习基于问题解决方案的模型来创建上下文，以编写 RA 介绍？文献综述：基于体裁的教学是第二语言课堂的常见方法。最近，已经提出了一种基于体裁的方法来编写工程 RA 的介绍。PSP-CaRS 模型的描述性值已在已发表的工程 RA 的语料库研究中显示。然而，它的适用性尚未在教学上进行探讨。方法论：二十九名博士 学生被要求在学习模型九个月后回答问卷，并反思他们使用它的经验。然后用从访谈、研究人员观察和写作样本中获得的数据证实了这些发现。结果：研究结果表明，参与者认为 PSP-CaRS 很有用，尽管在写作过程中遇到了一些困难，但他们在 9 个月后继续使用它。参与者的反应表明，PSP-CaRS 的显式教学形成了基础，在此基础上，通过学科知识的实践和整合，开发出更胜任的技能来创造情境。讨论：使用模型的显式教学可以向学生传授体裁意识的基础知识。一旦学生通过解决他们的困难对模型有了深入的了解，他们就会形成更好的体裁意识，并适应性地使用模型来可视化和编写他们的 RA 介绍。结论：结果证实了所提出模型的有用性，并揭示了使用该模型的持续学习和练习过程如何帮助学生发展他们的技能，以创造背景并增强他们的体裁意识。