scholarly journals CONTRASTIVE INTERLANGUAGE ANALYSIS OF EVIDENTIALITY IN PHD DISSERTATIONS

2021 ◽  
Vol 14 (1) ◽  
pp. 124-152
Author(s):  
Mustafa Yildiz ◽  
Ümit Deniz Turan
Keyword(s):  
Academic Writing ◽  
Native Speakers ◽  
Native Language ◽  
The Other ◽  
Academic Texts ◽  
Native Speakers Of English

The present study investigates evidentiality in its broadest sense (Chafe 1986) in PhD dissertations as a genre of academic writing. For this purpose, Chafe’s taxonomy (1986), revised by Ifantidou (2001), has been used as a framework in order to analyze three different groups of datasets, including one group of native speakers of English and two groups of non-native speakers: a group of Turkish speakers of English and the other non-native speakers with diff erent L1 backgrounds. The texts of these three groups are examined in order to fi nd out whether the native language of the participants is a factor in the choice of evidential markers. The results show that the native speakers of English use evidential markers more frequently compared to the non-native authors. In terms of the Native Language/Interlanguage comparison in Contrastive Interlanguage Analysis (Granger 1996, 1998), the overall use of evidentiality reveals that non-native authors do not show native-like features in the use of evidentiality. In terms of the Interlanguage/Interlanguage comparison, Turkish authors of academic texts diff er from the authors with various native language backgrounds in terms of the use of evidentiality.

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.

scholarly journals A Comparative Analysis of Reporting Verbs in Research Papers authored by Pakistani and Native Writers

2020 ◽  
Vol V (I) ◽  
pp. 57-66
Author(s):  
Tayyabba Yasmin ◽  
Intzar Hussain Butt ◽  
Muhammad Naeem Sarwar
Keyword(s):  
Comparative Analysis ◽  
Academic Writing ◽  
Native Speakers ◽  
The Other ◽  
Research Articles ◽  
Research Papers ◽  
Fundamental Component ◽  
Native Speakers Of English ◽  
Selection Of

Decorous exploitation of reporting verbs is a fundamental component of academic writing. It facilitates in constructing authors’ assertions as well as situating those assertions with the previously published literature in the field (Bloch, 2010). This study has been carried out to examine the phenomena of reporting verbs in the research articles of Education and English written by Pakistani and native speakers of English. A corpus-based approach has been adopted in this study. The corpus of the study comprises of 152 research articles, authored by native and Pakistani researchers in the fields of Education and English. The findings of the study exhibited dissimilarities in the ways the authors accredit the other sources in their work and demonstrate the reported statements in Pakistani and native corpora. This study will assist the research scholars to enhance their awareness regarding an appropriate selection of reporting verbs in their academic writings.

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 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 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).

Deferring to the Other

2021 ◽  
pp. 126-148
Author(s):  
Joseph Sung-Yul Park
Keyword(s):  
Multinational Corporations ◽  
Language Ideologies ◽  
Native Speakers ◽  
The Other ◽  
Language And Identity ◽  
Self Development ◽  
Native Speakers Of English ◽  
Linguistic Insecurity

This chapter discusses how the notion of linguistic insecurity can illuminate the processes by which essentialist conceptions of language and identity—in particular, the persistent colonial ideology of nativeness—contribute to the hegemonic status of English in neoliberalism. This chapter conceptualizes linguistic insecurity in terms of tensions that speakers experience between conflicting language ideologies. Focusing on the case of Korean mid-level managers working in non-Korean multinational corporations abroad, the chapter argues that the notion of linguistic insecurity allows us to explore how conflicting ideologies about English in neoliberalism—one in which English is valorized as a commodifiable resource available to anyone through projects of self-development, and one in which who counts as a legitimate speaker of English is defined in ethnonational terms—can jointly create a sense of insecurity in those who are traditionally considered non-native speakers of English, and rationalize the inequalities they are subjected to in neoliberalism.

How native and non-native English speakers adapt to humor in intercultural interaction

2007 ◽  
Vol 20 (1) ◽  
Author(s):  
Nancy D Bell
Keyword(s):  
Second Language ◽  
Intercultural Communication ◽  
Native Speakers ◽  
Native English Speakers ◽  
The Other ◽  
English Speakers ◽  
Intercultural Interaction ◽  
Second Language Speakers ◽  
Negative Message ◽  
Native Speakers Of English

AbstractHumor can often carry an implicit negative message and thus be potentially dangerous to use. In addition, it is culturally and linguistically complex and sophisticated. Because of these things, it poses a challenge for L2 (second language) speakers and we might expect to see attempts at humor failing and causing offense in intercultural interaction. This paper reports on a study that examined humor in interaction between native and non-native speakers of English and found that humor did not seem to be a cause of conflict because of adjustments speakers made to their speech and their situated interpretations of meaning. In general, taboo topics and potentially dangerous forms of humor were avoided and humor was carefully contextualized. Native speakers reported being careful about the vocabulary they used in creating humor and both sides appeared to approach humor in intercultural communication prepared to accommodate the other and with an attitude of leniency.

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.

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