{"title":"“How can I add an argument appropriately in English?” Addition markers in Chinese L1 and English L1 university student writing","authors":"Chao Han , Sheena Gardner","doi":"10.1016/j.jeap.2023.101332","DOIUrl":null,"url":null,"abstract":"<div><p>Previous studies have shown that as L2 writing develops from intermediate to advanced levels, addition is marked less often and the use of <em>and</em> decreases as the use of <em>moreover, furthermore</em> and other less frequent addition markers increases. This study goes further in that it examines first how addition is marked in different academic disciplines and genres, and secondly how addition markers and their collocates are used by Chinese students in comparison to L1 writers of English. For the first question, and in contrast to Peacock's (2010) analysis of research articles, addition markers are used more in this student writing in the sciences of Engineering, Food Sciences and Biology than in the social sciences of Business and Law, and more in the more scientific writing of lab report genres than the discursive writing of essays. Such variation reinforces the importance of genre and discipline differences in teaching second language writing. For the second question, a qualitative analysis reveals the important difference between stringing several points using addition markers and grouping points into one argument using a shell noun, or reinforcing one argument with collocates. These findings lead to specific suggestions for L2 academic writing teachers.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1475158523001182/pdfft?md5=a556aa0b15f8bef2d8d044d7c67fb4cc&pid=1-s2.0-S1475158523001182-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of English for Academic Purposes","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1475158523001182","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Previous studies have shown that as L2 writing develops from intermediate to advanced levels, addition is marked less often and the use of and decreases as the use of moreover, furthermore and other less frequent addition markers increases. This study goes further in that it examines first how addition is marked in different academic disciplines and genres, and secondly how addition markers and their collocates are used by Chinese students in comparison to L1 writers of English. For the first question, and in contrast to Peacock's (2010) analysis of research articles, addition markers are used more in this student writing in the sciences of Engineering, Food Sciences and Biology than in the social sciences of Business and Law, and more in the more scientific writing of lab report genres than the discursive writing of essays. Such variation reinforces the importance of genre and discipline differences in teaching second language writing. For the second question, a qualitative analysis reveals the important difference between stringing several points using addition markers and grouping points into one argument using a shell noun, or reinforcing one argument with collocates. These findings lead to specific suggestions for L2 academic writing teachers.
期刊介绍:
The Journal of English for Academic Purposes provides a forum for the dissemination of information and views which enables practitioners of and researchers in EAP to keep current with developments in their field and to contribute to its continued updating. JEAP publishes articles, book reviews, conference reports, and academic exchanges in the linguistic, sociolinguistic and psycholinguistic description of English as it occurs in the contexts of academic study and scholarly exchange itself.