The dynamic ecology of the writing process and agency: a corpus-based comparative case study of stancetaking among native speakers and non-native speakers of English in first-year composition conferences

2015 ◽  
Author(s):  
Kirk M. Wilkins
Keyword(s):  
Native Speakers ◽  
Writing Process ◽  
Comparative Case Study ◽  
First Year ◽  
First Year Composition ◽  
Native Speakers Of English

scholarly journals The Use of Personal Pronouns in the Writing of Argumentative Essays by EFL Writers

RELC Journal ◽  
2017 ◽  
Vol 50 (1) ◽  
pp. 6-19
Author(s):  
Robert MacIntyre
Keyword(s):  
Academic Writing ◽  
Native Speakers ◽  
First Year ◽  
Personal Pronouns ◽  
Pedagogical Approach ◽  
Japanese University ◽  
Native Speakers Of English ◽  
Approach To Teaching ◽  
Argumentative Essays ◽  
Style Guides

In many academic writing textbooks and style guides the use of personal pronouns is not encouraged. This is particularly problematic for non-native speakers of English trying to express themselves in a second language as, although personal pronouns are a clear signal of the writers’ identity and presence in a text, they are usually advised not to use them. Therefore, in order to understand more about the use of personal pronouns by non-native speakers, this study examined a corpus of argumentative essays written by first-year Japanese university students. Whilst the use of personal pronouns has been well documented, there has been less written about how we, as educators, can help our learners understand how to use them to shape their identities as academic writers. Therefore, this article attempts to address this by suggesting a possible pedagogical approach to teaching the use of personal pronouns in academic writing.

scholarly journals Cinematic Reproduction as Multimodal Composition in First-Year Composition

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Rachel McCabe
Keyword(s):  
Textual Analysis ◽  
First Year ◽  
Evidence Based ◽  
Multimodal Composition ◽  
First Year Composition ◽  
Midwestern University ◽  
Analytical Writing

This case study introduces an assignment from a large midwestern university FYC program, which emphasizes analytical writing by introducing students to a series of increasingly layered texts, including film. This has many advantages: teaching multi-perspective, evidence-based visual and textual analysis. For students to see textual constructedness the author required they remake film scenes using their cellphones, employing and then articulating their use of generic conventions. This article details the original assignment and tracks its evolution due to students’ innovations. One group’s project, a scene from The Shining, highlights multimodal recreation’s capacity to help students re-envision and more fully analyze cinematic elements, adding depth and specificity to students’ analytical writing.

scholarly journals Exploring Educational Change in First-Year Calculus: A Comparative Case Study

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Vidar Gynnild
Keyword(s):  
Learning Outcomes ◽  
Educational Change ◽  
Turn Of The Century ◽  
Comparative Case Study ◽  
First Year ◽  
Failure Rates ◽  
Similarities And Differences ◽  
To Come ◽  
Improved Learning

This article draws on research conducted in a mandatory, first-year calculus course at the Norwegian University of Science and Technology. By the turn of the century concerns were expressed over high failure rates in calculus, and action was called for to remedy the situation. In the years to come, various measures were introduced, though rather scattered and unsystematic. From 2013 onwards development initiatives in the course became more systematic, ensued by expectations of improved learning outcomes. This study draws on data collected by identical surveys conducted four years apart with a view to similarities and differences in attitudes and behaviours. Contrary to expectations, observed changes turned out to be marginal, if not totally missing, which in turn motivated the search for explanations to design more productive strategies.

THE COMPARATIVE ANALYSIS OF ENGLISH AND LITHUANIAN TRANSPORT TERMS AND SOME METHODS OF DEVELOPING EFFECTIVE SCIENCE WRITING STRATEGIES BY NON‐NATIVE SPEAKERS OF ENGLISH

Transport ◽  
2009 ◽  
Vol 24 (3) ◽  
pp. 218-224
Author(s):  
Valerija Marina ◽  
Igor Marin ◽  
Genovaitė Snuviškienė
Keyword(s):  
Native Speakers ◽  
Science Writing ◽  
Writing Strategies ◽  
Research Papers ◽  
Effective Strategies ◽  
Passenger Transportation ◽  
Writing Research ◽  
Effective Science ◽  
Native Speakers Of English

The paper addresses the problem of developing more effective strategies and skills of writing scientific and technical texts by non‐native speakers of English. The causes of poor writing are identified and general guidelines for developing effective science writing strategies are outlined. The analysis of difficulties faced by non‐native speakers of English in writing research papers is made by examining transport terms and international words which are based on different nomination principles in English and Lithuanian. Case study of various names given to a small vehicle used for passenger transportation in many countries is provided, illustrating the alternative ways of naming the same object of reality in different languages. The analysis is based on the theory of linguistic relativity. Differences in the use of similar international terms in English and Lithuanian, which often cause errors and misunderstanding, are also demonstrated. The recommendations helping non‐native speakers of English to avoid errors and improve skills of writing scientific and technical texts are given.

scholarly journals Impact of Watching Cartoons on Pronunciation of a Child in an EFL Setting: A Comparative Study with Problematic Sounds of EFL Learners

2020 ◽  
Author(s):  
Ali S. Alghonaim
Keyword(s):  
English Learners ◽  
Longitudinal Research ◽  
Native Speakers ◽  
Longitudinal Case Study ◽  
Video Recordings ◽  
Minimal Pairs ◽  
Native Speakers Of English ◽  
Authentic Language ◽  
Watching Tv

The purpose of this study is to describe a longitudinal case study of pronunciation acquisition for an Arabic child who watched English TV cartoons in an English as a foreign language (EFL) setting, basically in Buraidah, Saudi Arabia. The child, whose name is Anmar, was raised in a typical Arabic environment where Arabic was the only means of communication he experienced. He watched selected English TV cartoons since he was three years old and until he was ten years old. This research study focused on Anamr's acquisition of pronunciation, although the chances to use the language were very limited due to his EFL environment. Additionally, the study aims at comparing Anmar's pronunciation of problematic sounds to Arab learners of English, as stated in previous studies. The research adopted a longitudinal research methodology aiming to find if watching English TV cartoons without even minimum use of language could impact the child's pronunciation compared to his counterparts of Arab learners of English. Therefore, this research utilized some methods, including rating some audio and video recordings of conversations with his father and storytelling. Two native speakers of English rated his performance. A mispronunciation recognition test was carried out to evaluate Anmar's recognition of mispronunciation. The study found out that Anmar's pronunciation was native-like. He far outperformed the Arab learners of English concerning the problematic sounds to Arab learners. He easily differentiates between, for instance, minimal pairs, diphthongs, consonant clusters, vowels, and intonation. The study concluded that children might acquire English pronunciation by watching TV cartoons to be able to overcome the pronunciation problems that many Arab speakers experience. Additionally, English learners in elementary schools may watch such programs to train them to listen to authentic language in media.

scholarly journals Stakeholder beliefs in English-medium instruction for young learners in Sweden

2018 ◽  
Vol 12 (2) ◽  
pp. 37-54 ◽  
Author(s):  
Jeanette Toth
Keyword(s):  
Primary Schools ◽  
Native Speakers ◽  
Tertiary Education ◽  
Longitudinal Case Study ◽  
Structured Interviews ◽  
Multilingual Students ◽  
Upper Secondary ◽  
English Medium Instruction ◽  
Native Speakers Of English

While several studies have investigated English-medium instruction (EMI) or content and language integrated learning (CLIL) in Swedish upper secondary and tertiary education, few have investigated such programmes in Swedish primary schools. This paper explores perceptions among staff and students about affordances and constraints in the learning of content and languages, drawing on data from a larger longitudinal case study of an English-Swedish bilingual primary class during Grades 4-6. Data consisted of semi-structured interviews with a school leader, 12 teachers and 22 students as well as fieldnotes and photographs from classroom observations. Thematic analysis of the data revealed the belief among staff that learners acquired English naturally by being ‘forced’ to use it in English-medium subjects taught by native speakers of English. The use of Swedish among students in these subjects was generally seen as a potential scaffold when communicative difficulties arose, as students who were more proficient in English could translate and provide their classmates with explanations of difficult concepts in Swedish. However, staff and students nonetheless voiced concerns about students’ content learning as well as about limited development of subject-specific language in Swedish, which could have implications for their future Swedish-medium studies. Meanwhile, although multilingual students’ mother tongues were valued by the students themselves, participants did not acknowledge them as legitimate learning resources for use in the mainstream classroom, where only English and Swedish were allowed to be used in interaction.

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