scholarly journals THEMATIC PROGRESSIONS OF THE 2015 TEFLIN ARTICLE ABSTRACTS IN APPLIED LINGUISTICS

2018 ◽  
Vol 1 (2) ◽  
pp. 95-115 ◽  
Author(s):  
Reski Oktaviani Yuned ◽  
Azwandi . ◽  
Arono .
Keyword(s):  
Academic Writing ◽  
Native Speakers ◽  
Native Speaker ◽  
Poor Quality ◽  
Abstract Section ◽  
Research Article ◽  
Thematic Progression ◽  
Native Speakers Of English ◽  
Article Abstract

Coherence is one of the characteristic of good academic writing, including abstract that represent the whole content of research article in order to be able to show what messages want to be expressed in the abstract. This study investigated the English abstract TEFLIN in applied linguistisc written by Indonesian speaker in its coherence by analyzing the theme and rheme. This study focuses on (1) identifying the theme which are dominantly used in 2015 TEFLIN  article  abstracts  written  by  non-native  speaker  of English (2) identifying thematic progressions which are dominantly used in 2015 TEFLIN article abstracts written by non-native speaker of English (3) finding  out  coherences’ quality of the research  article  abstract  section  in 2105 TEFLIN article abstracts in applied linguistic  based on thematic  progression.  This study  was designed by  using descriptive qualitative. The results show that the type of theme dominantly used in 2015TEFLIN article abstracts written by non-native speaker of English is topical theme, not all  non-native  speakers  of  English  use  textual  theme,  and  just  a  few  of  them  useinterpersonal theme. In addition, Zig Zag pattern in thematic progression is dominantlyused then followed by reitaration theme, and the last Multiple (Split) pattern, none of the abstracts use Derived TP pattern. Most of the  research  article  abstract  section   in TEFLIN abstracts in applied linguistic have fair quality, just a few included to less quality, none of them was catagorized as good and poor quality. It can be concluded that English abstracts of TEFLIN in applied linguistisc written by Indonesian speakers can be catagorized as good abstract based on their coherence.

scholarly journals Move analysis and their lexical verbs of research article abstracts of Filipino and American writers

2021 ◽  
Vol 31 (1) ◽  
pp. 44-63
Author(s):  
Abdul Wahid Ibrahim Tocalo
Keyword(s):  
Cultural Differences ◽  
Academic Writing ◽  
Native Speakers ◽  
Applied Linguistics ◽  
Future Research ◽  
Research Article ◽  
Writing Instructions ◽  
Native Speakers Of English

Rhetorical move analyses of research article (RA) abstracts have established variations across disciplines and cultures. However, there is still a need for more explorations on Applied Linguistics discipline. Comparing native and other group of non-native speakers of English, such as Filipino users of the language, has also been a neglect in research as far as the researcher’s knowledge is concerned. Hence, this study investigated the rhetorical moves in the RA abstracts of American and Filipino writers who are published in two journals related to Applied Linguistics field. The study also explored the lexical verbs underlying each move in all the abstracts. Each abstract was then segmented into moves. Findings revealed that the moves Situating the Research (STR), Presenting the Research (PTR), and Discussing the Research (DTR) were obligatorily used by both groups of writers, while the moves Describing the Methodology (DTM) and Summarizing the Findings (STF) were obligatory only among Filipinos and optional among Americans. Filipino writers appear to develop their own conventions deviating from Americans who are considered native speakers and norm providers. The results also amplify the existence of cultural differences even in abstract writing. Further, the study details lists of lexical verbs that may be used to realize a rhetorical intent of each move. Hence, academic writing instructions may be informed by the rhetorical and linguistic realizations unveiled in this study. Directions for future research are likewise provided.

scholarly journals ENGLISH IN THE GLOBAL WORKPLACE: A NARRATIVE APPROACH

2013 ◽  
Vol 6 (1) ◽  
pp. 69
Author(s):  
Emilia Wąsikiewicz-Firlej
Keyword(s):  
Native Speakers ◽  
Native Speaker ◽  
Narrative Approach ◽  
Language Awareness ◽  
Lingua Franca ◽  
Diffi Cult ◽  
International Environment ◽  
Holistic Understanding ◽  
New Directions ◽  
Native Speakers Of English

This paper aims to contribute to the discussion on the new directions in ESP education and revisit the concepts of the native speaker and lingua franca as seen from the lay perspective. It reports the results of a research study – an analysis of narratives of ten Polish professionals working for international organizations who share their experiences and tell stories on communicating and using English in the workplace. The narrative approach adopted in the study gives an insight into individual perspectives, facilitating an in-depth, holistic understanding of the studied matters. The fi ndings have shown that native English is still deemed to be the main point of reference by the participants of the study and the notion of lingua franca appears unfamiliar and diffi cult to accept, especially in the educational context. Variations in individual preferences concerning communication with native or non-native users of English and declared comfort related to such interactions have been observed and correlated with the level of profi ciency in English. In most cases, more profi cient users have reported to feel more comfortable in interactions with native speakers of English. They have also demonstrated certain language awareness, which stands in a sharp contrast to the participants less profi cient in English, whose perception of language is very simplifi ed. As regards pedagogical implications, the study has signalled a need for sound cultural preparation of professionals working in international environment and a greater emphasis on developing communication skills for socialising – an essential aspect of business communication.

A Recurrent Word Combination Approachto the Study of Formulae in the Speech of Native and Non-Native Speakers of English

1998 ◽  
Vol 3 (1) ◽  
pp. 59-80 ◽  
Author(s):  
Sylvie De Cock
Keyword(s):  
Pilot Study ◽  
Native Speakers ◽  
Native Speaker ◽  
Quantitative Comparison ◽  
Automatic Extraction ◽  
Word Combination ◽  
Full Discussion ◽  
Native Speakers Of English ◽  
Recurrent Word

This article reports on a pilot study into how corpus methods can be applied to the study of one type of phraseological unit, formulae, in native speaker and learner speech. Formulae, or formulaic expressions, are multi-word units performing a pragmatic and/or discourse-structuring function and have been characterised as being typically native-like. The methodology presented here is contrastive and involves the use of computerised corpora of both native and non-native speaker speech. It consists of two steps: (1) the automatic extraction of all recurrent word combinations to produce lists of potential formulae, and (2) a carefully specified manual filtering process designed to reduce these lists to lists of actual formulaic usage. The results of this process allow for the first genuine quantitative comparison of formulae in the speech of native and non-native speakers, which in turn has significant implications for SLA research. This paper focuses on methodology and does not present a full discussion of the results. However, selected example findings are presented to support the approach adopted.

Becoming a proficient academic writer: shifting lexical preferences in the use of the progressive

Corpora ◽  
2009 ◽  
Vol 4 (2) ◽  
pp. 115-133 ◽  
Author(s):  
Stefanie Wulff ◽  
Ute Römer
Keyword(s):  
Language Proficiency ◽  
Academic Writing ◽  
Native Speakers ◽  
Native Speaker ◽  
Text Type ◽  
Learner Corpus ◽  
Verb Aspect ◽  
Academic Writer ◽  
Upper Level ◽  
The One

Recent corpus studies have shown that learners of English are aware of systematic associations between verbs and their preferred argument structures to an extent that is similar to that of a native speaker of English (e.g., Gries and Wulff, 2005 ). Given evidence for similarly systematic associations in native speaker data at the lexis–morphology interface (e.g., Römer, 2005a ), the question arises whether, and to what extent, learners of English are also sensitive to lexical dependencies at the level of morphology, and how their verb-aspect associations compare with those of native speakers. In order to address this question, this study focusses on the potential associations between verbs and progressive aspect in German learners' academic writing. On the basis of the German component of the International Corpus of Learner English and the Cologne–Hanover Advanced Learner Corpus, learners' significantly preferred verb-aspect pairs are identified using an adaptation of collostructional analysis ( Stefanowitsch and Gries, 2003 ). The results are complemented with corresponding analyses of a subset of the Michigan Corpus of Upper-level Student Papers on the one hand and published research articles from the Hyland Corpus on the other hand. The findings indicate that upper-intermediate and advanced German learners of English exhibit clear lexical preferences in the use of progressives. Furthermore, comparative analyses suggest that verb-aspect preferences shift as a function of writers' mastery of text type-specific conventions rather than language proficiency at large.

Linking or delinking of ideas?

2020 ◽  
Vol 33 (2) ◽  
Author(s):  
Noelia Navarro Gil ◽  
Helena Roquet Pugès
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Native Speakers ◽  
Initial Position ◽  
American University ◽  
Efl Learners ◽  
Learner Corpus ◽  
Native Speakers Of English ◽  
Argumentative Texts ◽  
Linguistic Backgrounds

Abstract This paper explores the use of adversative Linking Adverbials (LAs) in the academic writing of advanced English Foreign Language (EFL) learners with different linguistic backgrounds. The learner corpus used in this study consists of 50 argumentative texts, which are contrasted with a native corpus: the American university students’ corpus (LOCNESS). Liu’s (2008) comprehensive list of adversative LAs has been used for the analysis. Findings reveal that both non-native (NNS) and native speakers of English (NS) use similar types of adversative LAs, but NNS place them regularly in sentence- and sometimes in paragraph- initial position, which often results in punctuation issues and misuse. A total of 9 LAs were found to be overused (e.g., nevertheless) and underused (e.g., actually) by NNS. The analysis performed according to L1 has yielded unexpected results in terms of preference, frequency, and placement of adversative LAs. The so-called ‘teaching effect’ is considered one of the main factors influencing the learners’ choices.

scholarly journals Linguistic Markers and Stylistic Attributes of Hedging in English Academic Papers Written by Native and Non-Native Speakers of English

MANUSYA ◽  
2015 ◽  
Vol 18 (1) ◽  
pp. 1-22
Author(s):  
Amara Prasithrathsint
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Language Use ◽  
Native Speakers ◽  
Linguistic Features ◽  
Linguistic Markers ◽  
Native Speakers Of English ◽  
English Academic Writing ◽  
The Impact

Hedging means mitigating words so as to lessen the impact of an utterance. It may cause uncertainty in language but is regarded as an important feature in English academic writing. The purpose of this paper is to analyze the style of academic writing in English with particular reference to the significant role of hedging and the linguistic features that mark it. The data was taken from academic articles in the humanities written by native speakers of English, Filipino speakers of English, and Thai speakers of English. It is hypothesized that speakers of English as a foreign language use fewer and different hedging devices than native speakers of English. The result of the analysis shows that the prominent linguistic markers of hedging are the auxiliaries may, might, could, the verbs suggest, appear, seem, and the adverbs perhaps and often. They are divided into three groups according to their stylistic attributes of hedging; namely, probability, indetermination, and approximation. The use of hedging found in the data confirms what Hyman (1994) says; i.e., that hedging allows writers to express their uncertainty about the truth of their statements. It is also found that English native speakers use hedges most frequently. The Filipino speakers of English are the second, and the Thai speakers of English use hedges the least frequency. This implies that hedging is likely to be related to the level of competence in English including knowledge of stylistic variation, and that it needs to be formally taught to those who speak English as a second or foreign language.

The language of quoting in academic writing

2015 ◽  
Vol 4 (1) ◽  
pp. 101-121 ◽  
Author(s):  
Lieke Verheijen
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Native Speakers ◽  
Fundamental Aspect ◽  
Corpus Study ◽  
Linguistic Differences ◽  
Academic Texts ◽  
Efl Students ◽  
Native Speakers Of English ◽  
Lexical Items

Because quotation is a fundamental aspect of academic texts, this corpus study examines the language of quoting in (L2) academic writing. To find out whether there are subtle linguistic differences in the use of quotation by learners of English as a foreign language (EFL) and professional academics who are native speakers of English (NSE), I compare two corpora of scholarly writings: one by upper intermediate and advanced EFL students and one by NSE experts. 1201 Quotes were extracted from the writings and examined for a broad range of lexico-grammatical features relevant to using quotes, including introductions to quotes, lexical items in introducing quotes, ‘special’ quotes, and punctuation surrounding quotes. The findings make clear that EFL students and NSE experts differ significantly on various points in their language of quoting. Making students aware of these differences could make their academic writing more professional, native-like, and sophisticated.

Lexical and discourse factors in the second language acquisition of Spanish word order

2003 ◽  
Vol 19 (4) ◽  
pp. 273-304 ◽  
Author(s):  
Tammy Jandrey Hertel
Keyword(s):  
Second Language Acquisition ◽  
Word Order ◽  
Native Speakers ◽  
Native Speaker ◽  
Control Group ◽  
Order Effects ◽  
Advanced Learners ◽  
Spanish Word ◽  
Native Speakers Of English ◽  
Beginning Learners

This study investigates the acquisition of Spanish word order by native speakers of English. Specifically, it considers the development of sensitivity to the distinct interpretations of subject-verb (SV) vs. verb-subject (VS) order, as determined by lexical verb class (unaccusative and unergative verbs) and discourse structure.Participants included a native speaker control group and learners at four proficiency levels. Results from a contextualized production task indicate that beginning learners transferred the SV order of English for all structures. Intermediate learners showed a gradual increase in the production of lexically and discourse-determined inversion, although their data was also characterized by indeterminacy and variability. The advanced learners demonstrated a sensitivity to the word order effects of unaccusativity and discourse factors, but also tended to overgeneralize inversion to unergative verbs in a neutral discourse context.

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 Exploring Metadiscourse Use in Thesis Abstracts: A Cross-Cultural Study

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Ardi Nugroho
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Native Speakers ◽  
Writing Studies ◽  
Cultural Backgrounds ◽  
Efl Learners ◽  
Language And Culture ◽  
American Students ◽  
Integral Role ◽  
Native Speakers Of English

<p>The use of metadiscourse in academic writing has become a topic of interest in recent years. It can be defined as the words and phrases that writers use in their writing to express their ideas and thoughts to make it easier for readers to process the information presented. It is especially crucial in academic writing since writers are expected to present their arguments in an appropriate and acceptable manner. It has also been said that culture plays a role influencing how arguments and ideas are expressed, especially in academic writing. Although metadiscourse plays an integral role in academic writing, studies have shown how EFL learners often make mistakes in employing this linguistic device. From this, the writer would like to explore the metadiscourse produced by Indonesian EFL learners and compare it with how native speakers of English employ metadiscourse in their writing. In other words, this study is basically an attempt to find out whether the metadiscourse produced by the two groups with different cultural backgrounds are different or similar. The source of data for the current study is the metadiscourse markers from the thesis abstracts of students of the English Language and Culture Department at Bunda Mulia University and American students from a university in the U.S. In order to analyze the metadiscourse markers found in the thesis abstracts of the Indonesian and American students, the writer will make use of the AntConc software version 3.5.6 by Anthony (2018). The result of the study reveals that there are some differences and similarities in the way both group of students employed these markers.<strong></strong></p><strong>Keywords: </strong>metadiscourse, thesis abstracts, Indonesian and American students

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