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.

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 A Comparative Analysis of Lexical Bundles Used by Native and Non-native Scholars

2016 ◽  
Vol 9 (6) ◽  
pp. 176 ◽  
Author(s):  
Fatih Gungor ◽  
Hacer Hande Uysal
Keyword(s):  
Language Learners ◽  
Native Speakers ◽  
Native Speaker ◽  
Research Articles ◽  
Lexical Knowledge ◽  
Formulaic Sequences ◽  
Lexical Bundles ◽  
Native Speakers Of English ◽  
Lexical Bundle ◽  
L1 And L2

<p>In the recent years, globalization prepared a ground for English to be the lingua franca of the academia. Thus, most highly prestigious international journals have defined their medium of publications as English. However, even advanced language learners have difficulties in writing their research articles due to the lack of appropriate lexical knowledge and discourse conventions of academia. Considering the fact that the underuse, overuse and misuse of formulaic sequences or lexical bundles are often characterized with non-native writers of English, lexical bundle studies have recently been on the top of the agenda of corpus studies. Although the related literature has represented specific genres or disciplines, no study has scrutinized lexical bundles in the research articles that are written in the educational sciences. Therefore, the current study compared the structural and functional characteristics of the lexical-bundle use in L1 and L2 research articles in English. The results revealed the deviation of the usages of lexical bundles by the non-native speakers of English from the native speaker norms. Furthermore, the results indicated the overuse of clausal or verb-phrase based lexical bundles in the research articles of Turkish scholars while their native counterparts used noun and prepositional phrase-based lexical bundles more than clausal bundles.</p>

scholarly journals A Corpus-based Study on the Use of Three-word Lexical Bundles in the Academic Writing by Native English and Turkish Non-native Writers

2017 ◽  
Vol 10 (12) ◽  
pp. 28 ◽  
Author(s):  
Serpil Ucar
Keyword(s):  
Quantitative Analysis ◽  
Academic Writing ◽  
English Language ◽  
Native Speakers ◽  
Lexical Bundles ◽  
Significant Difference ◽  
Native Speakers Of English ◽  
Lexical Bundle ◽  
Structure And Functions ◽  
Recurrent Word

The utilization of English recurrent word combinations –lexical bundles- play a fundamental role in academic prose (Karabacak & Qin, 2013). There has been highly limited research about comparing Turkish non-native and native English writers’ use of lexical bundles in academic prose in terms of frequency, structure and functions of lexical bundles (Bal, 2010; Karabacak & Qin, 2013, Öztürk, 2014). Therefore, this current research was conducted in order to investigate the most frequently used lexical bundles in the academically published articles of Turkish non-native and native speakers of English and to investigate whether there was a significant difference between native and non-native scholars with respect to the frequency, structures and functions of English language lexical bundles. The data were collected from two corpora; 15 scientific articles of native speakers and 15 scientific articles of Turkish advanced writers. The investigation included a quantitative analysis of the use of three-word lexical bundles and a qualitative analysis of the functions and structures they serve. To be more conservative, three-word lexical bundles which occur 40 times per million words and appear in 5 different texts were described a lexical bundle in this current research. The findings revealed that Turkish non-native writers showed underuse and less variation in the use of lexical bundles in their academic prose compared to native speakers.

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 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.

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.

scholarly journals Lexical Bundles of L1 and L2 English Professional Scholars: A Contrastive Corpus-Driven Study on Applied Linguistics Research Articles

2020 ◽  
Vol 6 (4) ◽  
pp. 76-89
Author(s):  
Muchamad Sholakhuddin Al Fajri ◽  
Angkita Wasito Kirana ◽  
Celya Intan Kharisma Putri
Keyword(s):  
Academic Writing ◽  
Academic Discipline ◽  
Applied Linguistics ◽  
Lexical Bundles ◽  
English Writing ◽  
Functional Types ◽  
Frequent Use ◽  
L1 And L2 ◽  
Professional Writers ◽  
L1 English

The current study examined the structural and functional types of four-word lexical bundles in two different corpora of applied linguistics scientific articles written by L1 English and L1 Indonesian professional writers. The findings show that L2 writers employed a higher number of bundles than L1 writers, but L2 writers underused some of the most typical lexical bundles in L1 English writing. Structurally, unlike previous studies, this study reports the frequent use of prepositional phrase (PP) - based bundles in the articles of L2 writers. However, besides the high frequency of PP-based bundles, L2 authors also used a high number of verbal phrase-based bundles, suggesting that these L2 writers were still acquiring more native-like bundles. In terms of functional types, L2 writers employed fewer quantification bundles than their counterparts. This study has potential implications for teaching English for academic writing. Teachers need to raise their students’ awareness of the most frequently used lexical bundles in a specific academic discipline and pay attention to the discourse conventions of academic writing, helping L2 students transition from clausal to phrasal styles.

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