ON SOME VARIATION IN THE USE OF DISCOURSE MARKERS BY CZECH AND GERMAN STUDENTS OF ENGLISH

2013 ◽  
Vol 6 (2) ◽  
pp. 41
Author(s):  
Renata Povolná
Keyword(s):  
Native Speakers ◽  
Discourse Markers ◽  
Cultural Variation ◽  
Discourse Communities ◽  
Academic English ◽  
Academic Texts ◽  
Coherence Relations ◽  
Contrastive Discourse Markers ◽  
Native Speakers Of English ◽  
Novice Writers

Since recent studies on academic English have shown considerable cross-cultural variation in texts written by non-native speakers (Clyne 1987, Ventola & Mauranen 1991, Čmejrková & Daneš 1997, Duszak 1997, Chamonikolasová 2005, Stašková 2005, Mur- Dueňas 2008, Wagner 2011, Dontcheva-Navratilova 2012, Povolná 2012), the paper investigates a corpus of diploma theses written by Czech and German students of English with the aim of fi nding out how novice non-native writers from different discourse communities (Swales 2004) use causal and contrastive discourse markers (DMs) associated with hypotactic and paratactic relations in order to build coherence relations (Taboada 2006) in academic texts. In addition, the author attempts to fi nd out whether there is any variation in the preferences of novice writers depending on the different fi elds of study, i.e. diploma theses written in the areas of linguistics and methodology, and whether the use of selected DMs by Czech and German students differs from the writing habits of native speakers of English.

scholarly journals A cross cultural analysis of conjuncts as indicators of the interaction and negotiation of meaning in research articles

2016 ◽  
Vol 17 (1) ◽  
pp. 45-63 ◽  
Author(s):  
Renata Povolná
Keyword(s):  
Native Speakers ◽  
Academic Discourse ◽  
Cultural Analysis ◽  
Cross Cultural ◽  
Research Articles ◽  
Cultural Variation ◽  
Negotiation Of Meaning ◽  
Academic Texts ◽  
Native Speakers Of English ◽  
Academic Communication

Abstract The role of English as a global lingua franca of academia has become indisputable in the on-going process of internationalization of all scholarship, even though the majority of writers and readers of academic texts are non-native speakers of English. Thus it is questionable whether there is any justification for imposing on international academic communication written in English the style conventions typical of the dominant Anglophone discourse community. Recommendations usually comprise qualities such as clarity, economy, linearity and precision in communication (cf. Bennett, 2015), which can be achieved, among other means, by certain overt guiding signals including conjuncts (Quirk et al., 1985). Accordingly, the aim of this paper is to reveal cross-cultural variation in the use of these important text-organizing means as it is believed that conjuncts can enhance the interaction and negotiation of meaning between the author and prospective readers of academic texts. The paper explores which semantic relations holding between parts of a text tend to be expressed overtly by conjuncts and which semantic classes, such as appositive, contrastive/concessive, listing and resultive conjuncts, contribute most to the interactive and dialogic nature of written academic discourse. The data are taken from research articles (RAs) selected from two journals, one representing academic discourse written by native speakers of English (Applied Linguistics) and the other representing academic texts written in English by Czech and Slovak scholars (Discourse and Interaction).

scholarly journals Comparison of the Use of Discourse Markers in English Speeches between Non-Native and Native Speakers of English

2021 ◽  
Vol 11 (2) ◽  
pp. 198-207
Author(s):  
Eva Yulita ◽  
Dwi Rukmini ◽  
Widhiyanto Widhiyanto
Keyword(s):  
Qualitative Research ◽  
Research Design ◽  
Native Speakers ◽  
Discourse Markers ◽  
Spoken Discourse ◽  
Qualitative Research Design ◽  
Contrastive Discourse Markers ◽  
Native Speakers Of English ◽  
Discourse Management

This study revealed the comparison of the use of discourse markers in English speeches between non-native and native speakers of English. The study focused on the types of discourse markers, the similarities and the differences between non-native and native speakers in using discourse markers. This study employed a qualitative research design with the data from the spoken discourse. The findings of the study showed that there were ten sub-categories of discourse markers that are practiced by non-native speakers, namely: assessment marker, manner of a speaking marker, evidential markers, hearsay markers, contrastive discourse markers, elaborative discourse markers, inferential discourse markers, discourse management markers, topic orientation markers, and attention markers. On the contrary, there were nine sub-categories of discourse markers that existed in English speeches, especially delivered by the native speakers such as assessment marker, manner of a speaking marker, evidential markers, hearsay markers, contrastive discourse markers, elaborative discourse markers, inferential discourse markers, topic orientation markers, and attention markers. The total of discourse markers produced by the non-native speakers was 301 utterances while native speakers of English were 269 utterances. Therefore, it is concluded that discourse markers were useful in English speeches either by non-native speakers or native speakers

scholarly journals CROSS-CULTURAL ANALYSIS OF CONFERENCE ABSTRACTS

2016 ◽  
Vol 9 (1) ◽  
pp. 29 ◽  
Author(s):  
Renata Povolná
Keyword(s):  
Native Speakers ◽  
Cultural Analysis ◽  
Cross Cultural ◽  
Research Progress ◽  
Cultural Variation ◽  
Conference Calls ◽  
Cultural Backgrounds ◽  
The Czech Republic ◽  
Native Speakers Of English ◽  
Novice Writers

Writing an abstract in English, including an abstract for a conference presentation, has become an essential skill for all scholars who intend to present their research to an international academic audience. Now that English has become the dominant language of all academic and research communication, scholars from diff erent language and cultural backgrounds have to master the writing of this research-progress genre (Swales 1990) since otherwise they may risk being refused participation at conferences and publication of their research fi ndings in conference proceedings. The paper analyses the rhetorical structure of 80 conference abstracts with the aim of ascertaining whether there is any cross-cultural variation between abstracts written by Anglophone writers and non-native speakers of English. The latter are represented by researchers from the Czech Republic and some other countries where Slavonic languages are spoken, namely Slovakia, Poland and Ukraine. In addition, the rhetorical organization of the conference abstracts analysed is compared to that usually associated with research article (RA) abstracts. The fi ndings of this corpus-based genre analysis reveal cross-cultural diff erences in the rhetorical organization of conference abstracts (CAs) and provide evidence that CAs and RA abstracts diff er with regard to both number and types of moves. The study also provides recommendations for future conference calls and novice writers who intend to publish in English as an additional language.

scholarly journals Lexical Bundles Ending in that in Academic Writing by Czech Learners and Native Speakers of English

2021 ◽  
pp. 33-69
Author(s):  
Gabriela Brůhová ◽  
Kateřina Vašků
Keyword(s):  
Academic Writing ◽  
Native Speakers ◽  
Academic Journals ◽  
Lexical Bundles ◽  
Academic Texts ◽  
Native Speakers Of English ◽  
Novice Writers ◽  
L1 And L2 ◽  
Professional Writers ◽  
Shell Nouns

The aim of this paper is to explore how Czech learners of English use lexical bundles ending in that in their academic texts in comparison with novice and professional L1 authors. The analysis is based on three corpora (VESPA-CZ, BAWE and our own cor- pus of papers published in academic journals). The results suggest that Czech learners of English do not use a more limited repertoire of lexical bundles ending in that than pro- fessional writers. However, there are differences between the groups studied, especially in the range of various shell nouns used in nominal bundles. Novice writers, both L1 and L2, use bundles ending in that to express stance more frequently than professional writers.

scholarly journals Syntactic Complexity in EFL and Native Learners' Undergraduate Thesis Abstracts

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Murniati Murniati
Keyword(s):  
English Language ◽  
Native Speakers ◽  
The United States ◽  
Syntactic Complexity ◽  
Syntactic Structures ◽  
Complex Sentences ◽  
Academic Texts ◽  
Native Speakers Of English ◽  
Academic Year ◽  
Undergraduate Thesis

<p>This research aims to find syntactic complexity of the abstracts in the undergraduate thesis written down by university learners in Indonesia and the ones written down by native speakers of English. The characteristics of syntactic complexity produced by Indonesian learners and the learners who are the native speakers should also be analyzed. It is possible to extend the type of syntactic complexity found in academic texts. In the end, those extensions should be characterized the English language used by Indonesian learners. The data is gained through downloading the abstracts of the undergraduate thesis in the academic year of 2015-2016 from the UBM English Department alumni database. The data regarding the abstracts written down by the native speakers is downloaded from the reputable universities in The United States of America. After that, the data is analyzed by making used of the syntactic analyzer by Lu &amp; Ai (2015). The results shows that the Indonesian learners tend to write more complex sentences and use subordination in the abstracts. The native speakers, on the other hands, tend to write longer sentences with longer T-Unit and clauses. They also tend to write complex nominal in the abstracts. The number of coordination used is similar between the ones written down by Indonesian learners and native speakers of English. <strong></strong></p><strong>Keywords:</strong> syntactic complexity, syntactic structures, undergraduate thesis, Indonesian learners

scholarly journals The use of discourse markers but and so by native English speakers and Chinese speakers of English

Pragmatics ◽  
2017 ◽  
Vol 27 (4) ◽  
pp. 479-506 ◽  
Author(s):  
Binmei Liu
Keyword(s):  
Mandarin Chinese ◽  
Native Speakers ◽  
Communicative Competence ◽  
Oral Proficiency ◽  
Discourse Markers ◽  
Native English Speakers ◽  
English Speakers ◽  
Oral Discourse ◽  
Chinese Speakers ◽  
Native Speakers Of English

Abstract Previous studies have found that but and so occur frequently in native and non-native English speakers’ speech and that they are easy to acquire by non-native English speakers. The current study compared ideational and pragmatic functions of but and so by native and non-native speakers of English. Data for the study were gathered using individual sociolinguistic interviews with five native English speakers and ten L1 Chinese speakers. The results suggest that even though the Chinese speakers of English acquired the ideational functions of but and so as well as the native English speakers, they underused the pragmatic functions of them. The findings indicate that there is still a gap between native and non-native English speakers in communicative competence in the use of but and so. The present study also suggests that speakers’ L1 (Mandarin Chinese) and overall oral proficiency in oral discourse affect their use of but and so.

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 BUNDLES INDICATING AUTHORIAL PRESENCE: A CROSS-CULTURAL ANALYSIS OF NOVICE CZECH AND GERMAN WRITERS’ ACADEMIC DISCOURSE

2013 ◽  
Vol 6 (1) ◽  
pp. 7 ◽  
Author(s):  
Olga Dontcheva-Navratilova
Keyword(s):  
Academic Writing ◽  
Academic Discourse ◽  
Cultural Analysis ◽  
Cross Cultural ◽  
Cultural Variation ◽  
Important Indicator ◽  
Lexical Bundles ◽  
Academic Texts ◽  
Anglo American ◽  
Novice Writers

With the widespread use of English as the lingua franca of academia, there is a growing need of research into how non-native speakers striving to be socialized in target academic discourse communities deal with variation in meaning and organization of academic texts across fi elds, languages and cultures. An important indicator of competent linguistic production is the mastering of the register- and genre-specifi c formulaic expressions termed lexical bundles, which are defi ned as sequences of three or more words with frequent co-occurrence in a particular context (Biber et al. 1999). While recent studies have addressed disciplinary and novice-expert differences in the use of lexical bundles, cross-cultural variation in bundle use remains underexplored. This paper investigates lexical bundles indicating authorial presence in a specialized corpus of Master’s degree theses from the fi elds of linguistics and methodology written by German and Czech university students. The aim of the study is to compare how novice Czech and German authors use lexical bundles indicating authorial presence, to consider whether and to what extent the novice writers have adapted their writing style to the conventions of Anglo- American academic writing, and to discuss the role of the L1 academic literacy tradition and instructions received in writing courses for the modelling of novice writers’ academic discourse. The analysis shows that the variety and frequency of interpersonal bundles in Czech and German novice writers’ discourse do not approximate to the standard of published academic texts in English. The fi ndings also indicate that while the considerable similarities in the way Czech and German novice writers use the target structures for constructing authorial presence refl ect their common roots in the Central European tradition of academic discourse, the divergences may be attributed to a difference in the degree of adaptation to Anglo-American writing conventions.

scholarly journals WRITING INTRODUCTION SECTIONS OF RESEARCH ARTICLES IN APPLIED LINGUISTICS: CROSS-LINGUISTIC STUDY OF NATIVE AND NON-NATIVE WRITERS

2017 ◽  
Vol 7 (2) ◽  
pp. 248 ◽  
Author(s):  
Maryam Farnia ◽  
Safoora Barati
Keyword(s):  
Academic Writing ◽  
Native Speakers ◽  
Current Knowledge ◽  
Applied Linguistics ◽  
Writing Pedagogy ◽  
Native English Speakers ◽  
Genre Studies ◽  
Communicative Functions ◽  
Native Speakers Of English ◽  
Novice Writers

Genre studies allow researchers to observe the repeated communicative functions and their linguistic components in different genres (Brett, 1994). Writing the introduction section is a tough and burdensome task for both native and non-native speakers (Swales & Feak, 1994). Hence, the present study aimed to investigate the generic organization of English research article introductions written by native English and Iranian non-native speakers of English. A total of 160 published articles were selected from established journals in Applied Linguistics. Following Swales’ (2004) Create A Research Space (CARS) model, the researchers analyzed the articles for their specific generic patterns. Findings displayed that native English writers used significantly more strategies than Iranian non-native speakers of English, yielding richer texts. The findings of the present study contribute to the current knowledge of cross-cultural studies in academic writing to non-native English speakers in general and to non-native English novice writers in particular. Built on Swales’ (2004) CARS model, the study describes how introduction sections are developed in English by native and non-native speakers, offering insights into ESP/EAP writing pedagogy.

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