“How can I add an argument appropriately in English?” Addition markers in Chinese L1 and English L1 university student writing

IF 3.1 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Chao Han , Sheena Gardner
{"title":"“How can I add an argument appropriately in English?” Addition markers in Chinese L1 and English L1 university student writing","authors":"Chao Han ,&nbsp;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":"67 ","pages":"Article 101332"},"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.

"如何用英语恰当地添加论据?中文母语和英文母语大学生写作中的加分标记
以往的研究表明,随着 L2 写作从中级向高级发展,加号的使用频率降低,and 的使用减少,而 moreover、furthermore 和其他不常用加号的使用增加。本研究将更进一步,首先探讨在不同学科和体裁中如何标记加号,其次探讨与第一语言英语写作者相比,中国学生如何使用加号及其同义词。就第一个问题而言,与 Peacock(2010 年)对研究文章的分析不同的是,在工程学、食品科学和生物学等科学领域的写作中,加号的使用多于商业和法律等社会科学领域的写作;在实验报告等科学性较强的体裁的写作中,加号的使用多于论文等论述性写作。这种差异加强了体裁和学科差异在第二语言写作教学中的重要性。对于第二个问题,定性分析揭示了使用加法标记将几个要点串联起来与使用外壳名词将要点组合成一个论点或使用同义词加强一个论点之间的重要区别。这些发现为第二语言学术写作教师提出了具体建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
6.60
自引率
13.30%
发文量
81
审稿时长
57 days
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.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信