scholarly journals Rhetorical structures of L1 and L2 written texts: A contrastive study on introductions of Korean and English research articles

2008 ◽  
Vol 8 (2) ◽  
pp. 295-316
Author(s):  
Mi-Lim Ryoo
Keyword(s):  
Research Articles ◽  
Contrastive Study ◽  
Written Texts ◽  
Korean And English ◽  
Rhetorical Structures ◽  
L1 And L2

scholarly journals Move Structure of Research Article Abstracts on Management: Contrastive Study (the Case of English and Russian)

2017 ◽  
Vol 3 (2) ◽  
pp. 63-72 ◽  
Author(s):  
Elena Zanina
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Russian Language ◽  
Research Articles ◽  
Linguistic Differences ◽  
Contrastive Study ◽  
Research Article ◽  
Linguistic Research ◽  
Academic Communication

Although a plethora of papers have proved a seminal role of move-based genre analysis in cross-linguistic research of academic communication and EAP/ESP teaching and learning, there is a lack of respective linguistic or pedagogically motivated studies of research articles (RAs) and their parts aimed at comparing English and Russian. Using Hyland’s (2000) 5-move model, the current research seeks to determine the most obvious cross-linguistic differences in the move structure of abstracts of research articles on management for these languages. Based on a move analysis of the English- and Russian-language corpora each comprising 20 unstructured RA abstracts, the research revealed conformity of most English-language abstracts to Hyland’s model, while the Russian abstracts principally displayed a three-move structure containing ‘purpose’, ‘method’ and ‘product’, and included the ‘introduction’ and ‘conclusion’ moves only occasionally. Other significant discrepancies comprised the English-language authors’ tendency to provide precise or detailed indication of research methods and results, in contrast to their brief indication or over-generalized mentioning by Russian writers, as well as greater length of the English-language abstracts and their stricter concordance to standard move sequence than those of the Russian abstracts. Though the research was conducted on relatively small corpora and was descriptive in nature, its findings might be of interest to genre analysts as well as to L2 theorists and practitioners.

scholarly journals A Contrastive Study of L1 and L2 Acquisition

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Ahmad Moinzadeh ◽  
Salman Dezhara ◽  
Omid Rezaei
Keyword(s):  
L2 Acquisition ◽  
Contrastive Study ◽  
L1 And L2

scholarly journals A Comparative Study of Saudi and International Journals of Applied Linguistics: The Move–Bundle Connection Approach

2020 ◽  
Vol 6 (2) ◽  
pp. 9-30
Author(s):  
Basim Alamri
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Applied Linguistics ◽  
English For Academic Purposes ◽  
Research Articles ◽  
Writing For Publication ◽  
Lexical Bundles ◽  
Raising Awareness ◽  
Novice Writers ◽  
Rhetorical Structures

The present study implemented a genre-based approach to analyze the rhetorical structure of English language research articles (RAs): specifically, the Introduction-Methods-Results-Discussion-Conclusion (I-M-R-D-C) sections. Next, lexical bundles (LBs) associated with patterns of moves were identified by applying a corpus-driven approach. The study analyzed two corpora of 30 RAs purposely selected from 16 peer-reviewed journals of applied linguistics published in Saudi Arabia and internationally during the years of 2011-2016. First, a genre-based approach was used to identify the move structures of RAs through analyzing different RA sections by different models. Next, lexical bundles associated with each identified move in each IMRDC section were analyzed using a corpus-driven approach, based on structural and functional taxonomies. The study findings showed that both corpora share similarities and differences related to rhetorical structures and lexical bundles. These findings have pedagogical implications for novice writers, graduate students, and English for Academic Purposes (EAP) instruction, including raising awareness of rhetorical structures and LBs in academic writing for publication, which could help produce more successful publishable research articles.

scholarly journals A Contrastive Study on Generic Structure of Introduction to English Chemistry Research Articles: L1 Chinese Student Writers versus L1 English Published Writers

2016 ◽  
Vol 6 (5) ◽  
pp. 112
Author(s):  
Zhigang Yu ◽  
Min Liu
Keyword(s):  
Chemical Engineering ◽  
Chinese Student ◽  
Generic Structure ◽  
Student Writers ◽  
Contrastive Study ◽  
Chemistry Research ◽  
L1 And L2 ◽  
Teaching Of Writing ◽  
L1 English ◽  
General Organization

<p>Introduction is a significant part-genre of a research article (RA) since it functions to persuade the readership that their research topic has some significance, that there is space for new knowledge around the topic and that the writer can make a contribution to knowledge. Previous studies mainly focused on experienced English L1 and L2 published writers. Masters majoring in Chemical Engineering in China are highly motivated to publish English RAs in international journals due to the requirements for graduation, but to date no work investigates into the disparity between their English RA introductions (ERAIs) and that of high impact SCI journals in terms of generic structure. To fill this gap, drawing on Swales’ CARS model (1990, 2004), this study analyzed the ERAIs written by L1 Chinese masters majoring in chemical engineering and L1 English published writers of the same discipline with a focus on the generic structure. The findings show that the NES published writers employ much more moves than the Chinese student writers, especially Move 1 “establishing a territory” and Move 2 “establishing a niche”. Due to the lack of Move 2, the completeness of the general organization of ERAIs written by the Chinese student writers is much weaker than the NES published writers. From the perspective of the constituent steps, the findings show that the lack of Move 1-Step 3 causes the overall insufficiency of Move 1 in the student writer group (SWG) compared with the published writer group (PWG) and the inadequate Step 1A “indicating a gap” leads to the overall deficiency of Move 2 in SWG. In Move 3, Step 1 is most frequently used in both groups. Although Step 5 and Step 6 are employed in this move but their frequency is low and quite similar to each other in these two groups. The findings have some pedagogical implication on the teaching of writing ERAIs.</p>

Cross-linguistic syntactic priming in Korean learners of English

2020 ◽  
Vol 41 (5) ◽  
pp. 1223-1247
Author(s):  
Myeongeun Son
Keyword(s):  
Word Order ◽  
Syntactic Priming ◽  
Information Structures ◽  
Thematic Roles ◽  
Syntactic Representation ◽  
L2 Learners ◽  
Korean And English ◽  
L1 And L2 ◽  
Korean Learners ◽  
Korean Learners Of English

AbstractThis study investigates whether L2 learners develop and share an abstract syntactic representation between an L1 and L2 with different word orders and, if so, whether one language’s unique syntactic features affect the shared representation. Korean (SOV) and English (SVO) have equivalent dative alternations; however, because Korean allows word-order scrambling, several dative structures are available in Korean that do not have English counterparts. In this study’s cross-linguistic syntactic priming experiment, intermediate and advanced Korean learners of English described pictures in English after reading various types of Korean dative sentences. The study found evidence of cross-linguistic syntactic priming between Korean and English, regardless of L2 proficiency, but only when prime and target structures shared identical functional assignments, information structures, and order of thematic roles. These results suggest that, within limits created by language-specific features, L2 learners can develop and share abstract representations between two languages with different word orders.

scholarly journals A Comparative Analysis of Lexical Bundles Used by Native and Non-native Scholars

2016 ◽  
Vol 9 (6) ◽  
pp. 176 ◽  
Author(s):  
Fatih Gungor ◽  
Hacer Hande Uysal
Keyword(s):  
Language Learners ◽  
Native Speakers ◽  
Native Speaker ◽  
Research Articles ◽  
Lexical Knowledge ◽  
Formulaic Sequences ◽  
Lexical Bundles ◽  
Native Speakers Of English ◽  
Lexical Bundle ◽  
L1 And L2

<p>In the recent years, globalization prepared a ground for English to be the lingua franca of the academia. Thus, most highly prestigious international journals have defined their medium of publications as English. However, even advanced language learners have difficulties in writing their research articles due to the lack of appropriate lexical knowledge and discourse conventions of academia. Considering the fact that the underuse, overuse and misuse of formulaic sequences or lexical bundles are often characterized with non-native writers of English, lexical bundle studies have recently been on the top of the agenda of corpus studies. Although the related literature has represented specific genres or disciplines, no study has scrutinized lexical bundles in the research articles that are written in the educational sciences. Therefore, the current study compared the structural and functional characteristics of the lexical-bundle use in L1 and L2 research articles in English. The results revealed the deviation of the usages of lexical bundles by the non-native speakers of English from the native speaker norms. Furthermore, the results indicated the overuse of clausal or verb-phrase based lexical bundles in the research articles of Turkish scholars while their native counterparts used noun and prepositional phrase-based lexical bundles more than clausal bundles.</p>

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