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A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students.

机译：高级英语学习者和英语第一语言大学学生的学术写作中的语言特征比较。

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摘要

Writing for an academic purpose is not an easy skill to master, whether for a native English speaker (L1) or an English language learner (ELL). In order to better prepare ELL students for success in mainstream content courses at the university level, more must be known about the characteristics of student writing in the local context of an intensive English program. This information can be used to inform ELL writing instructors of which linguistic features to target so that their students produce writing that sounds appropriate for the academic written register.;Two corpora of 30 research essays each were compiled, one of L1 student writing done in various departments at Portland State University, and the other of ELL writing produced in an advanced writing course in Portland State University's Intensive English Language Program. The corpora were compared for the frequencies of 13 linguistic features which had been previously found in significantly different frequencies in L1 and ELL essays (Hinkel, 2002).;The tokens of each feature in each essay were counted, and the frequency rate was calculated in each case. The results of the Mann-Whitney U test found 6 features with significantly different frequency rates between the two corpora. The following features were more frequent in L1 essays than in ELL essays: modal would, perfect aspect, passive voice, reduced adjective clause, and it-cleft. In addition, the type/token ratio was found be significantly higher in L1 essays than in ELL essays.;An analysis of how each of the significant features was used in the context of ELL and L1 essays revealed the following: Both student groups were still acquiring the appropriate use of modal would; the majority of students in both groups did not utilize it-clefts; the lower type/token ratio in ELL essays meant that these students used a more limited vocabulary than did L1 students; and ELL students were still acquiring the accurate and appropriate uses of perfect aspect, passive voice, and reduced adjective clauses, whereas L1 students used these features grammatically and for the standard uses.;To apply these findings to the ELL writing classroom, instructors should help students raise their awareness of these six features in their own academic writing by leading students in identifying grammatical and ungrammatical uses of these features and providing practice in differentiating between uses which are standard to the register of academic writing and uses which are appropriate only in conversation. Two sample activities are included to illustrate how to implement these recommendations.
机译：对于以英语为母语的学习者（L1）或以英语为学习者（ELL）的学生而言，出于学术目的写作并非易事。为了更好地为ELL学生做好准备，使其在大学一级的主流内容课程中取得成功，必须进一步了解强化英语课程在当地的学生写作特点。该信息可用于通知ELL写作指导者要针对的语言特征，以便他们的学生产生听起来适合学术书面记录的写作。波特兰州立大学的各个部门，以及其他ELL写作是在波特兰州立大学的强化英语课程的高级写作课程中完成的。比较语料库的13种语言特征的频率，这些语言特征以前在L1和ELL论文中出现的频率明显不同（Hinkel，2002）;;对每篇论文中每个特征的标记进行了计数，并计算了频率每个案例。曼·惠特尼（Mann-Whitney U）测试的结果发现，两个语料之间的6个特征具有明显不同的频率速率。与ELL论文相比，以下特点在L1论文中更为常见：情态意愿，完美方面，被动语态，形容词从句减少和出现裂缝。此外，在L1论文中发现类型/标记比显着高于ELL论文。;对ELL和L1论文中每个重要特征的使用方式的分析显示以下内容：两个学生组仍然获得对模态的适当使用；两组的大多数学生都没有利用裂痕； ELL论文中较低的类型/标记率意味着这些学生使用的词汇量比L1学生要少。和ELL学生仍在正确地使用正确的方面，被动语态和减少形容词从句，而L1学生则在语法上和标准用途上使用了这些功能。;要将这些发现应用于ELL写作课堂，教师应提供帮助通过引导学生识别这些特征在语法上和非语法上的用途，并为区分学术著作的标准用途和仅适用于对话的用途提供实践，以提高学生在自己的学术写作中对这六个特征的认识。包括两个示例活动，以说明如何实施这些建议。

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  • 作者

    Russell, Margo K.;

  • 作者单位

    Portland State University.;

  • 授予单位 Portland State University.;
  • 学科 Education English as a Second Language.;Language Linguistics.;Language General.
  • 学位 M.A.
  • 年度 2014
  • 页码 98 p.
  • 总页数 98
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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