| تعداد نشریات | 45 |
| تعداد شمارهها | 1,385 |
| تعداد مقالات | 16,958 |
| تعداد مشاهده مقاله | 54,583,002 |
| تعداد دریافت فایل اصل مقاله | 17,200,682 |
Exploring Phrasal Complexity Features in Graduate Students’ Data Commentaries and Research Articles | ||
| Journal of English Language Teaching and Learning | ||
| مقاله 6، دوره 11، شماره 24، اسفند 2019، صفحه 115-153 اصل مقاله (1.03 M) | ||
| نوع مقاله: Research Paper | ||
| نویسندگان | ||
| Alireza Jalilifar* 1؛ Mohammad Parviz2؛ Alexanne Don3 | ||
| 1Professor, Department of English Language and Literature, Shahid Chamran University of Ahvaz | ||
| 2PhD Candidate, Department of English Language and Literature, Shahid Chamran University of Ahvaz | ||
| 3PhD, University of New South Wales, Australia | ||
| چکیده | ||
| The present study aimed at exploring phrasal complexity features in data commentaries produced by graduate students and in research articles written by expert writers. To this end, 25 empirical RAs in the field of Applied Linguistics and 158 data commentaries generated by graduate students of English Language Teaching were comparatively examined. The results revealed that students approximated expert writers in terms of producing two linguistic features (i.e., N+N structures and nominalizations). However, they differed significantly from expert writers in generating four linguistic elements (i.e., attributive adjectives, appositive structures, of-genitives, and PPs as noun post-modifiers). The results also revealed that expert writers’ texts comprise varied presence of exceedingly complex patterns of pre-modification, triple/quadruple/quintuple (pre)modification, a hybrid of novel appositive structures, and multiword hyphenated adjectives. Conversely, graduate students’ language could be characterized by less variety, single/dual (pre)modification, a far less extensive range of noun-participle compounds functioning as nominal pre-modifiers, linguistically limited complex modifications, and minimally multifarious patterns of use associated with N+N formulations. Overall, the findings can give fresh insights into the needs of the L2 student writers in developing an academic text. | ||
| کلیدواژهها | ||
| Phrasal Complexity Features؛ (Pre/post) modifiers؛ Data commentary؛ Research Article؛ Academic Writing | ||
| مراجع | ||
|
Ansarifar, A., Shahriari, H., & Pishghadam, R. (2018). Phrasal complexity in academic writing: A comparison of abstracts written by graduate students and expert writers in applied linguistics. Journal of English for Academic Purposes, 31, 58-71.
Basturkmen, H. (2009). Commenting on results in published research articles and masters dissertations in language teaching. Journal of English for Academic Purposes 8, 241–251.
Biber, D. (1988). Variation across speech and writing. Cambridge: Cambridge University Press.
Biber, D., Egbert, J., Gray, B., Oppliger, R., & Szmrecsanyi, B. (2016). Variation versus text-linguistic approaches to grammatical change in English: Nominal modifiers of head nouns. In M. Kyto & P. Pahta (Eds.), Handbook of English Historical Linguistics (pp. 351-375). Cambridge: Cambridge University Press.
Biber, D., & Gray, B. (2010). Challenging stereotypes about academic writing: Complexity,
elaboration, explicitness. Journal of English for Academic Purposes, 9 (1), 2-20.
Biber, D., & Gray, B. (2011). Grammar emerging in the noun phrase: The influence of written language use. English Language and Linguistics, 15, 223-250.
Biber, D., & Gray, B. (2016). Grammatical complexity in academic English: Linguistic change in writing. Cambridge: Cambridge University Press.
Biber, D., Gray, B., & Poonpon, K. (2011). Should we use characteristics of conversation to measure grammatical complexity in L2 writing development? TESOL Quarterly, 45(1), 5-35.
Biber, D., Grieve, J., & Iberri-Shea, G. (2009). Noun phrase modification. In One language, two grammars?: Differences between British and American English (pp. 182-193). Cambridge University Press.
Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. London: Longman.
Chafe, W. (1994). Discourse, consciousness, and time. Chicago: University of Chicago Press.
Cortes, V. (2013). The purpose of this study is to: Connecting lexical bundles and moves in research article introductions. Journal of English for Academic Purposes, 12, 33-43.
Cullen, P., French, A., & Jakeman, V. (2014). The official Cambridge guide to IELTS: For academic and general training: student's book with answers. Cambridge: Cambridge University Press.
Gray, B. (2015). Linguistic variation in research articles: When discipline tells only part of the story. Amsterdam: John Benjamins Publishing Company.
Hanauer, D., & Englander, K. (2013). Scientific writing in a second language. Anderson, South Carolina: Parlor Press.
Hinkel, E. (2004). Teaching academic ESL writing. Mahwah, NJ: Lawrence Erlbaum Associates Inc.
Hinrichs, L., & Szmrecsanyi, B. (2007). Recent changes in the function and frequency of standard English genitive constructions: A multivariate analysis of tagged corpora. English Language and Linguistics, 11(3), 437- 474.
Holmes, R. (1997). Genre analysis and the social sciences: An investigation of the structure of RAs discussion sections in three disciplines. English for Specific Purposes, 16(4), 321-337.
Huang, H-T. D., Hung, S-T. A., & Plakans, L. (2018). Topical knowledge in L2 speaking assessment: Comparing independent and integrated speaking test tasks. Language Testing, 35(1), 27-49.
Hutter, J. A. (2015). A corpus based analysis of noun modification in empirical research articles in applied linguistics (Master’s thesis). Dissertations and Theses, Paper 2211. Retrieved fromhttp://pdxscholar.library.pdx.edu/open_access_etds.
Hyland, K. (2009a). Academic discourse: English in a global context. London: Bloomsbury.
IELTS (2017). IELTS website. Retrieved from: https://www.ielts.org.
Jalilifar, A., Saleh, E., & Don, A. (2017). Exploring nominalization in the introduction and method sections of applied linguistics research articles: A qualitative approach. Romanian Journal of English Studies, 14(1), 64-80.
Kwan, B. (2010). An investigation of instruction in research publishing offered in doctoral programs: The Hong Kong case. Higher Education, 59 (1), 55-68.
Lan, G., & Sun, Y. (2019). A corpus-based investigation of noun phrase complexity in the L2 writings of a first-year composition course. Journal of English forAcademic Purposes, 38, 14-24.
Lan, G., Lucas, K., & Sun, Y. (2019). Does L2 writing proficiency influence noun phrase complexity? A case analysis of argumentative essays written by Chinese students in afirst-year composition course. System, 85, 102-116.
Lim, J. M. H. (2010). Commenting on research results in applied linguistics and education: A comparative genre-based investigation. Journal of English for Academic Purposes, 9(4), 280-294.
Lim, J. M. H. (2011b). Paving the way for research findings: Writers’ rhetorical choices in education and applied linguistics. Discourse Studies, 13(6), 725-749.
Lougheed, L. (2016). Writing for the IELTS. Barron’s Educational Series, Inc. New York.
Moore, T., & Morton, J. (1999). Authenticity in the IELTS academic module writing test: A comparative study of task 2 items and university assignments. In R. Tulloh (Ed.), International English language testing system (IELTS) research reports, (Vol. 2, pp. 197-248). Canberra: IELTS Australia.
Nordrum, L., & Eriksson., A. (2015). Using a small, specialized corpus for formative self-assessment practices. In M. Callies & S. Götz (Eds.). Learner corpora in language testing and assessment. Studies in corpus linguistics, (Vol. 70, pp. 59-84). Amsterdam: John Benjamins Publishing Company.
Parkinson, J. (2011). The Discussion section as argument: The language used to prove knowledge claims. English for Specific Purposes, 30, 164-175.
Parkinson, J., & Musgrave, J. (2014). Development of noun phrase complexity in the writing of English for academic purposes students. Journal of English for Academic Purposes, 14, 48-59.
Pastor-Gómez, I. (2010). Nominal modifiers in noun phrase structure: Evidence from contemporary English. Santiago: University of Santiago.
Pilgreen, J. L. (2010). English learners and the secret language of school: Unlocking the mysteries of content-area texts. Portsmouth, NH: Heinemann.
Ruiying, Y., & Allison, D. (2003). Research articles in applied linguistics: Moving from results
to conclusions. English for Specific Purposes, 22(4), 365-385.
Ruiying, Y., & Allison, D. (2004). Research articles in applied linguistics: Structures from a functional perspective. English for Specific Purposes, 23(3), 264-279.
Sancho Guinda, C. (2012a). Proximal Positioning in Students’ Graph Commentaries. In K. Hyland & C. Sancho Guinda (Eds.). Stance and voice in written academic genres (pp.166-183). Basingstoke, UK: Palgrave Macmillan.
Staples, S., Egbert, J., Gray, B., & Biber, D. (2016). Academic writing development at the university level: Phrasal and clausal complexity across level of study, discipline, and genre. Written Communication, 33(2), 149-183.
Staples, S., & Reppen, R. (2016). Understanding first-year L2 writing: A lexicogrammatical analysis across L1s, genres, and language ratings. Journal of Second Language Writing, 32, 17-35.
Swales, J. (2004). Research genre: Explorations and applications. Cambridge: Cambridge University Press.
Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students. Ann Arbor: University of Michigan Press.
Taguchi, N., Crawford, W., & Wetzel, D. Z. (2013). What linguistic features are indicative of writing quality? A case of argumentative essays in a college composition program. TESOL Quarterly, 47, 420-430.
Tashakkori, A., & Teddlie, C. (2003). Handbook of mixed methods in social and behavioral research. Thousand Oaks, Calif: Sage Publications.
Williams., A. (2011). Writing for IELTS. London. Harper Collins Publishers Limited.
Yang, G. (2015). Grammatical features of structural elaboration and compression common in advanced ESL academic writing (Master’s thesis, Brigham Young University).Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds.
Yang, W. (2013). Response to Biber, Gray, & Poonpon (2011). TESOL Quarterly, 47, 187–191. | ||
|
آمار تعداد مشاهده مقاله: 744 تعداد دریافت فایل اصل مقاله: 706 |
||
