scholarly journals ESSENTIAL FEATURES OF EFFECTIVE ACADEMIC WRITING IN ENGLISH

2021 ◽  
Vol 25 (1-2) ◽  
pp. 41-43
Author(s):  
Yu.V. Lysanets ◽  
O.M. Bieliaieva ◽  
L.B. Slipchenko ◽  
K.H. Havrylieva ◽  
H.Yu. Morokhovets
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Mother Tongue ◽  
Poor Quality ◽  
Professional Communication ◽  
Academic Standards ◽  
Medical Setting ◽  
British Council ◽  
Academic Communication ◽  
English Academic Writing

The article discusses the features of academic writing in English based on the recommendations from the British Council in Ukraine in the framework of the “Researcher Connect” project, aiming to facilitate the transition to academic standards of English and improve the academic discourse produced by non-native language users. The authors outline major tendencies in the modern English language as pertains to written discourse and provide recommendations for rendering academic writing persuasive. It is a well-established fact that academic writing in English possesses unique features, which must be respected and taken into account. Hence, a transfer of academic norms from a person's mother tongue to English can be a challenge, which may impair the quality of academic writing. Presenting the research results without consideration of academic norms, grammar, and lexical features of English academic writing can lead to mistakes and misunderstanding, and result in a written work of poor quality, even if the research findings are valid. The mechanisms of improving the academic writing skills during the study of English for Academic Communication with due account for relevant grammar and lexical peculiarities have been explored. Therefore, the major challenge for researchers is the difficulty in transition to academic standards of a foreign language. The article discusses the surface and the deeper purposes in any academic writing; the significance of understanding one’s audience; the concepts of persuasion, clarity, and conciseness, as well as grammar and lexical means for achieving them. Developing the communication skills of Ukrainian scientists is crucial for successful international communication and cooperation. The study of potential difficulties, which the Ukrainian medical professionals may face in the process of academic writing in English, is important for developing the guidelines to eliminate possible mistakes and avoid misunderstanding in a medical setting. Further study of the peculiarities of academic writing in English will contribute to the optimization of international professional communication, the expansion of inter-institutional dialogue, and the integration of Ukraine into the world community.

scholarly journals A Discourse Analysis: Cohesion of the Introduction Section of Research Article

2019 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Anis Firdatul Rochma ◽  
Sulis Triyono
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
English Language ◽  
English Language Teaching ◽  
Research Articles ◽  
Semantic Meaning ◽  
Lexical Cohesion ◽  
Research Article ◽  
English Academic Writing ◽  
Writing Competence

<em>As an effort to give contribution to the existing knowledge, it is expected for the undergraduate students to compose an engaging research article in order to convince the readers about the importance of the research article. However, there is only a little attention given to the articles written by the undergraduate students although it is considered very critical to examine whether the exposure of English academic writing has significantly enhances the writing competence of the students. Furthermore, as it is also very crucial to build a meaningful semantic meaning among the sentences in order to disclose the worthiness of the research article, it is essential to analyze the cohesion of the research article written by the undergraduate students. Henceforth, the present research is projected to investigate the cohesion of the research articles written by the undergraduate students of English Language Teaching. As the introduction section of research article is likely to be an area to portray the logical explanation of the research, the present research solely focuses on examining the cohesion of the introduction section of research article. By adopting a qualitative design and involving several steps to analyze the introduction section, it is revealed that the grammatical cohesion is considered to be the most utilized type of cohesion in writing the introduction section. Still, the lexical cohesion is also necessary to build an eloquent semantic meaning about the topic as well the importance of the research article.</em>

scholarly journals A report on challenges faced by students and research scholars academic writing skill in English language

2021 ◽  
pp. 44-65
Author(s):  
DINESH K
Keyword(s):  
Data Collection ◽  
Academic Writing ◽  
English Language ◽  
Mother Tongue ◽  
Document Analysis ◽  
Research Paper ◽  
Common Language ◽  
Writing Research ◽  
Writing Skill ◽  
Language Writing

Singh, A. K. G., et.al. (2020) in this world every country has its own language but in the reviewer has some common language that is second language or foreign language such as English language. Writing research paper is more difficult task with use of the English language because everyone well talented in our own natural language or mother tongue. Writing a research paper main aim to identify the L2 (English Language) syntax transferred from L1 (Mother Language). The method was chosen data collection instruments were document analysis and interview.

scholarly journals The Relationship between Intrinsic/Extrinsic Motivation and Medical Students’ L2 Writing

2017 ◽  
Vol 20 (4) ◽  
pp. 71-81
Author(s):  
Sepideh Nourinezhad ◽  
Nasrin Shokrpour ◽  
Zahra Shahsavar
Keyword(s):  
Medical Students ◽  
Intrinsic Motivation ◽  
Academic Writing ◽  
Extrinsic Motivation ◽  
English Language ◽  
L2 Writing ◽  
Learning Skill ◽  
Key Factor ◽  
English Academic Writing ◽  
The Relationship

Despite the increasing interest in the need to increase the students’ learning motivation, there have been few attempts to determine the relationship between the students’ motivation and their L2 writing skill.The present study aimed at investigating the effect of extrinsic and intrinsic motivation on Iranian medical students’ L2 writing. 100 EFL medical students (both males and females) who had enrolled in an English academic writing course held in English Language Department of Shiraz University of Medical Sciences participated in this study.We used a questionnaire to classify the students’ extrinsic/intrinsic motivation. The results showed that the students’ motivation has a positive effect on their writing. Moreover, students with intrinsic motivation were more successful than those with extrinsic motivation in L2 writing. This study can provide the instructors with an in-depth understanding of motivation as a key factor which can improve the students’ writing. Understanding different types of students’ motivation and what promotes their learning skill can assist the teachers in fostering positive and realistic beliefs to maximize their teaching in an educational setting.

scholarly journals Translation as a Paradigm Shift: A Corpus Study of Academic Writing

2013 ◽  
Vol 10 (1) ◽  
pp. 127-137 ◽  
Author(s):  
Agnes Pisanski Peterlin
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Electronic Publishing ◽  
Corpus Study ◽  
Research Attention ◽  
Academic Texts ◽  
Fields Of Study ◽  
English Translations ◽  
Academic Communication ◽  
Entire Text

In recent decades the increasing reliance on computer technology and the emergence of electronic publishing have precipitated changes in both the production and reception of academic writing. At the same time, the dominance of English as the medium of academic communication has been asserted in all fields of study. While many scholars write their own texts in English, it is not exceptional for others to have their papers translated into English. It is interesting, however, that translation of academic discourse has received relatively little research attention so far. In the study presented here, the question how translated academic texts differ from comparable original English academic texts is addressed. To explore this question, a 700,000-word corpus comprising 104 research articles (Slovene-English translations and comparable English originals) is analyzed in terms of references to the entire text itself. The results show considerable differences between the translated texts and the comparable English-language originals.

scholarly journals Students’ Perspectives on Academic Writing in European Higher Education (Based on 2019 Erasmus Teaching Experience in Slovak and Hungarian University)

2020 ◽  
Vol 12 (4) ◽  
pp. 87-102
Author(s):  
Olena Hundarenko ◽  
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Teaching Experience ◽  
English Language Acquisition ◽  
Writing Assignments ◽  
Advantages And Disadvantages ◽  
European Universities ◽  
Writing Instructions ◽  
English Academic Writing ◽  
The University

Although studies on the approaches and methods of teaching Academic Writing in university classroom are extensive, comparative studies on students’ evaluation of the classroom strategies and techniques applied are still scant. Therefore, this research implies a quantitative study based on comparative analysis of Slovak and Hungarian EFL learners’ responses on a special questionnaire in English Academic Writing. The objective of the study was to explore senior university students’ attitude to the academic writing tasks, specificity of a writing program at the university, its advantages and disadvantages; to evaluate their own writing abilities and provide recommendations concerning feedback and writing instructions in class along with the ways of their improvement. It accords to the area of study on effective writing assignments, techniques and methods involved in everyday practice in Central European universities, which can make academic writing both a productive and joyful tool in English language acquisition process.

scholarly journals Motivation to English Academic Writing: Chinese Students’ Literacy Autobiography

2019 ◽  
Vol 9 (5) ◽  
pp. 530 ◽  
Author(s):  
Yamin Qian
Keyword(s):  
Critical Discourse Analysis ◽  
Academic Writing ◽  
English Language ◽  
Literacy Practices ◽  
Border Crossing ◽  
Writing Classes ◽  
A Site ◽  
English Academic Writing ◽  
L1 And L2 ◽  
Writing Chinese

This study looks at literacy as a site of power in which some forms of literacy practices have more power. Such power relations is even more complicated in English as a foreign language context, where school literacy, family literacy, and English language come into the picture. Many studies have explored different research methods to examine language learners’ voices in literacy practices, while literacy autobiography (LA) is not frequently used. LA is a reflective, first-person narrative of personal engagement in literacy practices. Through the LAs from a group of third-year university students in China, this qualitative case study examines motivation to in-school writing in general, their L1 and L2 in- and out-of-school writing experiences in particular. The main dataset includes 25 participants’ LAs; critical discourse analysis was used for data analysis. The findings suggest that their motivation to English academic writing is closely intertwined with their L1 academic writing, that it is the pedagogies employed in both L1 and L2 in-school writing that has affected their engagement, and that EFL students’ border-crossing experiences between both temporal and spatial spaces have shaped their engagement in writing. More important, demotivated students are not necessarily slow students in writing classes.

scholarly journals A Comparative Study Between China and Malaysia: Investigating the Influence of First Language (L1) Syntax in Speaking English (L2) among Primary School Students

2021 ◽  
Vol 11 (10) ◽  
pp. 500-510
Author(s):  
Mahendran Maniam ◽  
Mardhiyah Ridzuan ◽  
Santhia A/P Subramaniam ◽  
Vigneshwary A/P Sagathivan ◽  
Yom Saridatul Najwa Bt Abd Lahsan ◽  
...  
Keyword(s):  
Primary School ◽  
English Language ◽  
Mother Tongue ◽  
Sentence Structure ◽  
Primary School Students ◽  
School Students ◽  
Esl Teachers ◽  
Academic Communication ◽  
L1 And L2 ◽  
Malaysian Students

For Malaysian students, speaking in English is one of the most challenging skills to master, especially if they do not have a strong command of the language. Meanwhile in China, the English language is primarily employed as a means of academic communication and teaching. This paper aims to identify which linguistic items have been transferred positively and negatively from L1 (Bahasa Melayu and Mandarin) in speaking English (L2) among primary school students. A qualitative study among primary school students from China and Malaysia was carried out using purposive sampling. Based on the findings, four types of syntactic errors from the Malaysian students' speech were identified. It was evident that the students had difficulties to speak correctly in terms of sentence structure. The four syntactic errors found are simple past, simple present, verb ‘to be’ and subject-verb-agreement. Meanwhile, it has been found that Chinese students frequently produce linguistic mistakes during their utterances of L2 speech as a result of L1 interference. This research also exposed that the students are still unconsciously relying on their mother tongue to translate their sentence into L2. The study is expected to help ESL teachers to draw the analogies between corresponding L1 and L2 syntax constructions. The findings will contribute and direct the learners’ attention to cross-language syntactic similarities and differences and thus guide them to a deeper understanding of underlying linguistic structure.

Grammar Mistakes in English Written Academic Discourse

2021 ◽  
Vol 12 (4) ◽  
Author(s):  
I Bakhov ◽  
◽  
L Lozynska ◽  
A Alyeva ◽  
◽  
...  
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Academic Discourse ◽  
Sentence Structure ◽  
Modern Information Technology ◽  
Frequent Use ◽  
Grammatical Errors ◽  
Grammatical Error ◽  
The Right ◽  
English Academic Writing

Abstract. Grammar is an important component of written academic discourse. Knowing the grammatical basis of a sentence avoids grammatical errors. The purpose of the study is to reveal the peculiarities of making grammatical errors in English-language written academic discourse. Results of research. As practice shows, most often in English-language written academic discourse the following grammatical errors occur: errors that occur in the process of matching the subject and predicate in a sentence; errors that occur when using the right time in verbs and / or adverbs; errors that occur in the use of articles. The reasons for non-compliance with the requirements for the use of articles are: the use of the noun "author (s)" without the specified article; use of the specified article "the" without grounds; frequent neglect of the inability to use a computable noun in the singular without an article. Regarding the incorrect use of prepositions, in the phrase "practical research is aimed at the system" the preposition "at" should be used instead of the preposition "to". A grammatical error, which consists in using the adjective "own" without a possessive pronoun, occurs in the following phrases: "the search for directions of own activity", "formation of own strategy of activity". Grammatical error related to non-compliance with the requirements for the use of specific and temporal forms of the verb: in today's conditions, in order to solve personal problems, some people use illegal acts. There are cases when in the translation of the English text instead of the noun complex definitions or a number of such definitions are used. An example of incorrect construction of a sentence structure is the expression of a predicate in a sentence in the passive form of a verb. A compound noun is not used in English. In English, the error is quite common when the infinitive is used after the verb "allow". Also a grammatical error is the frequent use of the noun "readiness" in articles of psychological and pedagogical direction. According to the results of the research, the peculiarities of grammatical errors in the English-language written academic discourse are revealed; features of English-language written academic discourse in the context of the analysis of the programs of educational disciplines developed by the leading institutions of higher education of Ukraine are considered; the parameters according to which the evaluation of academic written texts is carried out are revealed; features of English-language academic writing are analyzed. It is noted that as an option to avoid grammatical errors in English written academic discourse, you need to use modern information technology, including programs to check English academic writing for grammatical errors. Based on the results obtained during the study, the prospects for further research are seen in a comprehensive study of the features of English-language academic discourse.

Paraphrasing in English Academic Writing by Thai Graduate Students

2017 ◽  
Vol 5 (4) ◽  
pp. 48-54
Author(s):  
Buaboun Pinjaroenpan ◽  
Uthaivan Danvivath
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Academic Writing ◽  
English Language ◽  
Jel Classification ◽  
Primary Objective ◽  
Structured Interviews ◽  
Multiple Sources ◽  
Coding Scheme ◽  
English Academic Writing

Objective - The primary objective of this study is to investigate the use of paraphrasing in writing, as practiced by graduate students who are majoring in English Language at a university in Thailand. Methodology/Technique - The research data was collected from multiple sources including a questionnaire survey, semi-structured interviews, and students' written assignments. The participants were graduate students majoring in English at the Faculty of Humanities and Social Sciences, at Khon Kaen University. Students' paraphrased texts were analysed using a coding scheme adapted from Campbell (1987), Keck (2006), and Shi (2004). The coding scheme focuses on textual transformation, which has been further analysed for retaining the original meaning of the paraphrased text. Findings - The results reveal that, generally, students had a sound appreciation and understanding of paraphrasing and plagiarism at a conceptual level. However, the students made clear errors when required to paraphrase. In many cases, their lack of skill and knowledge led to instances of plagiarism in a significant number of respondents. In conclusion, greater attention should be given to educating graduate students how to paraphrase, to reduce plagiarism as well as to improve the standard of academic writing. The findings of this study provide beneficial knowledge concerning the practice of paraphrasing by graduate students' in Thailand; this understanding may foster improved paraphrasing standards among students. Novelty – This study is specifically concerned with the examination of perception, knowledge, and paraphrasing typology of students' English within a foreign language context. Type of Paper - Empirical Keywords: Academic Writing; English as a Foreign Language; Graduate Students; Paraphrasing; Plagiarism. JEL Classification: I20, I21.

scholarly journals Academic English is No One’s Mother Tongue: Graduate and Undergraduate Students’ Academic English Language-learning Needs from Students’ and Instructors’ Perspectives

2013 ◽  
Vol 1 (2) ◽  
Author(s):  
Li-Shih Huang
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Academic Language ◽  
Mother Tongue ◽  
Language Skills ◽  
Learning Needs ◽  
Academic English ◽  
Support Unit ◽  
Academic Communication

A research project designed to assess English-as-first-language (EL1) and English-as-an-additional-language (EAL) undergraduate and graduate students’ academic language-learning needs in the context of an academic language-support unit was conducted. This paper reports findings pertaining to 370 EL1 students and 88 instructors at the graduate and undergraduate levels. These participants responded to questionnaires, which requested them to rate the importance of academic language skills, to assess their own or their students’ skill status, and to respond to open-ended questions regarding their own or their students’ academic communication challenges. In addition to reporting EL1 students’ perceived needs and assessments of their skills, a comparison of findings between EL1 and EAL contexts is presented. Findings point to a match between instructors and students at both the graduate and undergraduate levels in their perceptions of important academic language skills, but a great divergence in their assessments of students’ competence in those skills. These findings indicate a need to re-examine the divide often made in English for Academic Purposes (EAP) programmes regarding divergent needs of EAL versus EL1 learners as well as to determine whether the convergence of their needs can be considered when planning EAP courses or workshops, especially during challenging economic times, when priorities must be set in response to the rise of international EAL student enrolment in English-speaking countries.

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