scholarly journals Revision Strategy and Self-Diagnosis in Italian L1 and L2 Argumentative Essays

EL LE ◽  
2020 ◽  
Author(s):  
Yahis Martari
Keyword(s):  
Quantitative Analysis ◽  
Text Structure ◽  
The Third ◽  
Text Production ◽  
Structure Text ◽  
Significant Difference ◽  
Argumentative Essays ◽  
L1 And L2 Writing ◽  
L1 And L2 ◽  
Different Levels

The present study investigates the effects of Revision Strategy (RS) on Argumentative Essay (AE) writing. Specifically, the study provides an analysis of 58 short AEs written by L1 and L2 university students. Two different levels of errors are examined: linguistic (Spelling, (Morpho)syntax, Lexicon, Syntax, Punctuation) and structure (Text structure and Coherence) errors, in order to measure how RS influences the texts. The comparison between RS and non-RS samples shows a significant difference in favour of texts with RS. In fact, we can surmise that RS positively influences text production both in L1 and L2 writing. In the third section we provide a quantitative analysis of the errors and we find some common issues within the specific rhetorical and linguistic framework of AE.

Discourse Features of Argumentative Essays Written by Chinese EFL Students

2008 ◽  
Vol 156 ◽  
pp. 179-200
Author(s):  
Ruiqin Miao ◽  
Xiuyun Lei
Keyword(s):  
Future Research ◽  
Written Discourse ◽  
Efl Students ◽  
English Speaking ◽  
Rhetorical Features ◽  
Argumentative Essays ◽  
Textual Organization ◽  
L1 And L2 Writing ◽  
L1 And L2

Studies on both second language discourse in general and Chinese EFL/ESL discourse in particular have reported mixed findings about the relationship between L1 and L2 writing. This study investigates the rhetorical features of argumentative essays written by Chinese college EFL students by analyzing paragraph and overall textual organization and development in 69 sample essays. The results show that the majority of the participants compose in a deductive pattern similar to what is typically employed by native English speaking writers. However, the way in which the Chinese EFL students develop their L2 written discourse lacks effectiveness and adequacy, in terms of the following features: the quality of the topic sentence (of paragraphs) and the introduction paragraph (of essays), the adequacy of supporting details, transitions between sentences and paragraphs, and the effectiveness of the ending (of essays). Furthermore, we explore the factors that may underlie the observed patterns. We conclude the paper by discussing the pedagogical implications of the findings and suggesting directions for future research.

scholarly journals Gender-preferential language use in L1 and L2 argumentative essays? Evidence against lists of ‘gendered’ language features

2020 ◽  
Vol 10 (1) ◽  
pp. 226-241
Author(s):  
Sulistya Ningrum ◽  
Peter Crosthwaite
Keyword(s):  
English Learners ◽  
Language Use ◽  
Female Students ◽  
Linguistic Features ◽  
Gendered Language ◽  
Male And Female ◽  
Gender Comparison ◽  
Argumentative Essays ◽  
L1 And L2 Writing ◽  
L1 And L2

This study identifies and compares the gender-preferential language features present in the argumentative writing of L1 Indonesian and Indonesian L2 English learners. The data is comprised of 80 English argumentative essays sampled from the International Corpus Network of Asian Learners of English (ICNALE, Ishikawa, 2011) and a comparative corpus of 80 L1 Indonesian argumentative essays collected online from Indonesian university students, both equally divided by gender. Comparison of the data was performed through quantitative analysis of three supposed ‘male-preferential’ features and seventeen ‘female-preferential’ features between the male- and female-produced corpora in L1 and L2 writing. This study investigated (1) the extent of variation in the use of ‘gendered language features’ between male and female-produced L1 and L2 texts; (2) whether the use of male/female ‘gendered-language features’ across male/female produced L1/L2 texts match their suggested gender preference, and (3) to what extent L1’s preference for ‘gender language features’ affects male and female learners’ use of such language in L2. The results suggest the majority of supposed gender-preferential features were not significantly different across male/female produced texts, indicating that argumentative essays may be gender-neutral to a certain extent. This study also revealed that L1 preference of gendered language forms does not determine their preferences in the L2. In conclusion, male and female students adopt similar linguistic features to express their arguments. We may claim that gender language forms are not fixed and absolute in academic discourse because instructive texts tend to have a set model to fulfil the pedagogical criteria.

scholarly journals A Cross-Sectional Study on Vocabulary Size Among Different Levels of the University Students

2018 ◽  
Vol 5 (1) ◽  
pp. 64
Author(s):  
Annisa Shofa Tsuraya ◽  
Haryanto Atmowardoyo
Keyword(s):  
University Students ◽  
English Education ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Vocabulary Size ◽  
Cross Sectional ◽  
The Third ◽  
Significant Difference ◽  
The University ◽  
Different Levels

The objectives of this research were to know students’ vocabulary size; and to know whether there was significant difference of vocabulary size among the students of different levels of English Education Department Faculty of Teacher Training and Education of Makassar Muhammadiyah University in academic year 2017/2018. This study used quantitative descriptive and cross-sectional study as the design of the study. The sample of this study were the first, third, fifth, and seventh semester students. The instrument of this study is a vocabulary size test. It used one-way ANOVA to analyze the data of the test. The findings reveal that the highest mean score was the seventh semester students and the lowest mean score was the third semester students. And the most beyond expectation was the mean score of the first semester students which gone over the third and fifth semester students’ mean score. There is significant difference of the vocabulary size among the students of different levels. The result showed F-value (F0) 11.11 is greater than F-table (Ft) 2.60, (11.11 ≥ 2.60). Then the p value is 0.000 lower than 0.05 (0.000 ≤ 0.05). Hence, it can be concluded that H0is rejected and H1is accepted. Post Hoc Multiple Comparison showed that significant difference did not exist between some groups and only exist between two groups. Clearly, from the result, it can be said that there was significant difference of vocabulary size among the university students of different levels of English Department of Makassar Muhammadiyah University.Keywords: vocabulary, vocabulary size test

Discourse Features of Argumentative Essays Written by Chinese EFL Students

2008 ◽  
Vol 156 ◽  
pp. 179-200 ◽  
Author(s):  
Ruiqin Miao ◽  
Xiuyun Lei
Keyword(s):  
Future Research ◽  
Written Discourse ◽  
Efl Students ◽  
English Speaking ◽  
Rhetorical Features ◽  
Argumentative Essays ◽  
Textual Organization ◽  
L1 And L2 Writing ◽  
L1 And L2

Abstract Studies on both second language discourse in general and Chinese EFL/ESL discourse in particular have reported mixed findings about the relationship between L1 and L2 writing. This study investigates the rhetorical features of argumentative essays written by Chinese college EFL students by analyzing paragraph and overall textual organization and development in 69 sample essays. The results show that the majority of the participants compose in a deductive pattern similar to what is typically employed by native English speaking writers. However, the way in which the Chinese EFL students develop their L2 written discourse lacks effectiveness and adequacy, in terms of the following features: the quality of the topic sentence (of paragraphs) and the introduction paragraph (of essays), the adequacy of supporting details, transitions between sentences and paragraphs, and the effectiveness of the ending (of essays). Furthermore, we explore the factors that may underlie the observed patterns. We conclude the paper by discussing the pedagogical implications of the findings and suggesting directions for future research.

EFFECTS OF TASK TYPE AND L2 PROFICIENCY ON THE RELATIONSHIP BETWEEN L1 AND L2 IN READING AND WRITING

2017 ◽  
Vol 40 (1) ◽  
pp. 63-90 ◽  
Author(s):  
Tae-Il Pae
Keyword(s):  
Cognitive Complexity ◽  
Task Type ◽  
Moderating Effects ◽  
L2 Proficiency ◽  
L2 Reading ◽  
Reading And Writing ◽  
Significant Difference ◽  
L1 And L2 ◽  
The Relationship ◽  
Different Levels

This study systematically examines the moderating effects of task type and L2 proficiency on the relationship between L1 and L2 simultaneously across reading and writing tasks with different levels of cognitive complexity. Main and moderating effects were evaluated through structural equation modeling analyses. First, both L1 skills and L2 proficiency were significant independent predictors of L2 reading and writing performance across tasks with different levels of cognitive complexity. Second, L2 proficiency had a much greater effect on L2 reading and writing performance across tasks with different cognitive loads than L1 skills. Third, the strength of the relationship between less cognitively demanding L1 and L2 reading tasks showed no significant difference between the low- and high-L2-proficiency groups. Fourth, the strength of the relationship between more cognitively demanding L1 and L2 reading tasks showed a significant difference between the low- and high-L2-proficiency groups. Fifth, the strength of the relationship between L1 and L2 writing tasks with different levels of cognitive complexity varied significantly depending on the level of L2 proficiency. These results are discussed theoretically and pedagogically.

Multiliteracy in Heritage Language Speakers: The Interdependence of L1 and L2, and Extra-linguistic Factors

2020 ◽  
Vol 17 (3) ◽  
pp. 377-408
Author(s):  
Claudia Riehl
Keyword(s):  
Teaching And Learning ◽  
Heritage Language ◽  
Positive Impact ◽  
Heritage Speakers ◽  
Language Groups ◽  
Significant Difference ◽  
Argumentative Texts ◽  
L1 And L2 ◽  
The Impact ◽  
Different Levels

Recent research provides evidence for beneficial cross-influences between L1 and L2, but we still know little about how different factors interact. Against this background, this article presents the results of a study that analyzes the interdependence of L1 and L2 text competence and the impact of metalinguistic awareness and extra-linguistic factors. The study was carried out with Italian, Greek and Turkish adolescent heritage speakers in a German-speaking environment. The data encompass narrative and argumentative texts in L1 and L2, sociolinguistic interviews and a bilingual language awareness test (LAT). The texts are analyzed according to holistic scores by defining different levels of text competences. The results indicate that students achieve a significantly higher score in both narrative and argumentative texts in L2. Moreover, there is a genre-specific advantage for the narrative text. Although there is no significant difference between the heritage language groups the Greek students achieve higher upper scores. The different levels of text competence also correlate with metalinguistic knowledge and extra-linguistic factors, most significantly writing practices and schooling in the heritage language. The results therefore provide further support for the assumption that teaching and learning heritage languages has a positive impact on school language literacy development. Other than a few mentions of Turkish speakers at the beginning I don’t see examples of their texts or conclusions about their writing.

Attitudes toward the use of TELL tools in English language learning among Vietnamese Tertiary English majors

2019 ◽  
Vol 5 (5) ◽  
pp. 581-596
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Learning ◽  
Guided Learning ◽  
Positive Attitudes ◽  
Significant Difference ◽  
English Majors ◽  
Very High ◽  
Different Levels

Technology plays a crucial role in the self-guided learning of a second language in general and English in particular. Nevertheless, many students in different contexts still ignore the application of technology-enhanced language learning (TELL) tools in enhancing their foreign language proficiency. Therefore, this study is conducted to investigate the attitudes towards the use of TELL tools in English-language learning (ELL) among English majors at one university in Vietnam. To collect data, 197 English majors participated in finishing the questionnaire, and 20 students were invited to join the interviews. The findings are that the majority of students have positive attitudes towards the use of TELL tools and the frequency of using these tools is very high. In addition, the results also reveal that there is no significant difference in attitudes towards and frequency of using TELL tools in learning English in terms of the year of study. However, students of different levels of academic achievements have different attitudes towards using TELL tools and use TELL tools to learn English differently. Received 2nd May 2019; Revised 16th July 2019, Accepted 20th October 2019

OVARIAN ASCORBIC ACID DEPLETION TEST FOR LUTEINIZING HORMONE

1967 ◽  
Vol 56 (4) ◽  
pp. 619-625 ◽  
Author(s):  
Hans Jacob Koed ◽  
Christian Hamburger
Keyword(s):  
Ascorbic Acid ◽  
Luteinizing Hormone ◽  
Dose Response ◽  
Response Curve ◽  
Dose Response Curve ◽  
Human Origin ◽  
Response Curves ◽  
Significant Difference ◽  
The Mean ◽  
Different Levels

ABSTRACT Comparison of the dose-response curves for LH of ovine origin (NIH-LH-S8) and of human origin (IRP-HMG-2) using the OAAD test showed a small, though statistically significant difference, the dose-response curve for LH of human origin being a little flatter. Two standard curves for ovine LH obtained with 14 months' interval, were parallel but at different levels of ovarian ascorbic acid. When the mean ascorbic acid depletions were calculated as percentages of the control levels, the two curves for NIH-LH-S8 were identical. The use of standards of human origin in the OAAD test for LH activity of human preparations is recommended.

scholarly journals FRI0431 PROFILE OF INFECTIOUS SPONDYLODISCITIS ACCORDING TO THE SITE: UNIFOCAL VERSUS MULTIFOCAL

2020 ◽  
Vol 79 (Suppl 1) ◽  
pp. 814.3-814
Author(s):  
A. Ben Tekaya ◽  
L. Ben Ammar ◽  
M. Ben Hammamia ◽  
O. Saidane ◽  
S. Bouden ◽  
...  
Keyword(s):  
Current Problem ◽  
Common Factor ◽  
Cord Compression ◽  
Posterior Arch ◽  
Significant Difference ◽  
Infectious Spondylodiscitis ◽  
Vertebral Biopsy ◽  
Inflammatory Syndrome ◽  
Different Levels ◽  
A Current

Background:Infectious spondylodiscitis is a therapeutic emergency and is a current problem. It can affect the different levels of the spine. Multifocal forms, touching several floors, however remain rare.Objectives:To compare the clinical, biological, radiological and therapeutic aspects of unifocal versus multifocal spondylodiscitis.Methods:This is a retrospective study of 113 patients admitted to our service over a period of 20 years [1998-2018]. The diagnosis of spondylodiscitis was made on the basis of clinical, biological, radiological and bacteriological data. We have divided our population into two groups: unifocal and multifocal spondylodiscitis.Results:Spondylodiscitis was more frequently unifocal (75.2%) than multifocal (24.8%). The average age of the patients was 55.8 years. There were 62 men and 51 women. There was no difference in age and sex between the two groups (p=0.5 and p=0.8, respectively).Diabetes was more frequent in the group of multifocal spondylodiscitis but with no statistically significant difference (p=0.4). No statistically significant difference between the two groups regarding the start mode (p=0.7), the schedule (p=0.3), the presence of neurological signs (p=0.7), fever (p = 0.2), impaired general condition (p=0.6) and biological inflammatory syndrome (p=0.6).Cervical and dorsal spine involvement was more common in multifocal spondylodiscitis (p = 0.02 and p = 0.01; respectively). There were 11 spondylodiscitis involving 2 floors (cervical and dorsal: 2 cases, cervical and lumbar: 3 cases, dorsal and lumbar: 6 cases) and 3 spondylodiscitis involving 3 floors.Radiologically, the presence of vertebral fracture and involvement of the posterior arch was more frequent during the multifocal form (p=0.03 and p=0.001; respectively). The frequency of para-vertebral abscesses, epiduritis and the presence of spinal cord compression were similar in the two groups (p=0.6; p=0.7 and p=0.2, respectively).Tuberculosis was more frequent during the multifocal form (p = 0.05) and brucellosis during the unifocal form (p = 0.03). Disco-vertebral biopsy was performed in 79 cases. It was more often contributory during multifocal spondylodiscitis (p = 0.03).The occurrence of immediate complications was more frequent in multifocal spondylodiscitis but with no statistically significant difference (p=0.2).Conclusion:Multifocal sppondylodiscitis is seen mainly in immunocompromised subjects. Our study found that diabetes is the most common factor in immunosuppression. Note also the predominance of involvement of the posterior elements, tuberculous origin and immediate complications.Disclosure of Interests:None declared

scholarly journals Publication activity of chief and consultant general/visceral surgeons in German university hospitals—a ten-year analysis

2021 ◽  
Author(s):  
Eva C. Böckmann ◽  
E. S. Debus ◽  
R. T. Grundmann
Keyword(s):  
Impact Factor ◽  
Publication Activity ◽  
University Hospitals ◽  
Cumulative Impact ◽  
University Departments ◽  
The Third ◽  
Publication Number ◽  
Significant Difference ◽  
The Mean ◽  
Number Of Publications

Abstract Purpose The publication activity of 38 German general/visceral surgery university departments, documented by first or last authorship from staff surgeons (chief and consultants), was evaluated. Methods The observation period extended from 2007 to 2017 and all PubMed-listed publications were considered. Impact factor (IF) was evaluated through the publishing journal’s 5-year IF in 2016, as was the IF for each individual publication. Ranking was expressed in quartiles. Results The staff surgeons of the 38 departments comprised 442 surgeons, of which only 351 (79.4%) were active as first or last authors. Four thousand six hundred and ninety-nine publications published in 702 journals were recorded. The four leading departments in publication number published as much as the last 20 departments (1330 vs. 1336 publications, respectively). The mean of the first (most active) department quartile was 19.6 publications, the second 15.4, the third 11.0, and the last quartile 7.6 per publishing surgeon. The total cumulative impact factor was 14,130. When examining the mean number of publications per publishing surgeons per the 10 year period, the mean of the first quartile was 57.9 cumulative IF, the second 45.0, the third 29.5, and the fourth quartile 17.1. With 352 (7.5%) publications, the most frequently used journal was Chirurg, followed by Langenbeck’s Archives of Surgery with 274 (5.8%) publications. Pancreas-related topics led in terms of publication number and IF generated per individual publication. Conclusion A significant difference in publication performance of individual departments was apparent that cannot be explained by staff number. This indicates that there are as yet unknown factors responsible for minor publication activity in many university departments.

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