Academic writing of adolescent English learners: Learning to use “although”

2007 ◽  
Vol 16 (4) ◽  
pp. 238-254 ◽  
Author(s):  
Pamela Spycher
Keyword(s):  
Academic Writing ◽  
English Learners ◽  
Adolescent English Learners

Instruction of Nominalization by Applying Enabling of POA

2020 ◽  
Vol 43 (3) ◽  
pp. 342-358
Author(s):  
Hao Chen
Keyword(s):  
Academic Writing ◽  
English Learners ◽  
Academic English ◽  
English Writing ◽  
Writing Course ◽  
Learning Journals ◽  
English Majors ◽  
Chinese English Learners ◽  
Oriented Approach

AbstractIt is noticeable that the academic papers written by Chinese English learners are lacking in academic features largely due to their poor ability to use nominalization. Therefore, the instruction of nominalization in an academic English writing course is badly needed. The author conducted one-semester-long instruction of nominalization to 90 non-English majors under the guidance of the production-oriented approach (POA). This research demonstrated how to apply POA, specifically, the enabling procedure to the teaching of nominalization. By triangulating the data of students’ interviews, learning journals and written output, and the data of 4 teachers’ class observations and interviews, this study found that the accurate application of the three criteria of effective enabling contributed to the improvement of the quantity and quality of nominalization in academic writing.

Representation visuals' impacts on science interest and reading comprehension of adolescent English learners

2017 ◽  
Vol 111 (5) ◽  
pp. 631-643 ◽  
Author(s):  
Yuliya Ardasheva ◽  
Zhe Wang ◽  
Anna Karin Roo ◽  
Olusola O. Adesope ◽  
Judith A. Morrison
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Science Interest ◽  
Adolescent English Learners

scholarly journals Investigating Grammatical Colloquial Features in EFL Learners’ Theses by Chinese English Learners

2016 ◽  
Vol 6 (6) ◽  
pp. 138
Author(s):  
Nan Wang
Keyword(s):  
Qualitative Analysis ◽  
Academic Writing ◽  
English Learners ◽  
Academic Discourse ◽  
Analysis Method ◽  
Efl Learners ◽  
Doctoral Dissertations ◽  
English Academic Writing ◽  
Chinese English Learners ◽  
Pragmatic Paradigm

<p>Researches into colloquialisation in academic writing have become increasingly popular in recent years. However, little has been conducted to the dimension of grammar. Thus, through the corpus-based quantitative and qualitative analysis method, the present study compiled three corpora extracted from Chinese MA theses, PhD dissertations and international journals, aiming to explore the grammatical colloquial features and non-colloquial features in Chinese EFL learners’ theses. Compared with international journals, both MA theses and PhD dissertations displayed strong colloquial tendency. The similarities between MA theses and PhD dissertations outweigh their differences. Besides, doctoral dissertations are not less colloquial than MA theses. The statistical evidence suggests that the EFL learners in China lack the register consciousness of academic writing and fail to comply with the conventional pragmatic paradigm of academic discourse. With the intention to deepen EFL learners’ stylistic awareness and decrease their colloquial tendency, the study offers some suggestions, seeking for the pedagogical implications for English academic writing.</p>

Cognition and writing development in early adolescent English learners.

2021 ◽  
Author(s):  
Anqi Peng ◽  
Michael J. Orosco ◽  
Hui Wang ◽  
H. Lee Swanson ◽  
Deborah K. Reed
Keyword(s):  
English Learners ◽  
Writing Development ◽  
Early Adolescent ◽  
Adolescent English Learners
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