By Eli Hinkel
This finished and particular research of moment language writers' textual content identifies explicitly and quantifiably the place their textual content differs from that of local audio system of English. The ebook is predicated at the result of a large-scale examine of university-level native-speaker and non-native-speaker essays written based on six activates. in particular, the examine investigates the frequencies of makes use of of sixty eight linguistic (syntactic and lexical) and rhetorical gains in essays written through complex non-native audio system in comparison with these within the essays of local audio system enrolled in first-year composition classes. the choice of beneficial properties for inclusion during this research is predicated on their textual capabilities and meanings, as pointed out in previous examine on English language grammar and lexis. Such research is efficacious since it can tell the educating of grammar and lexis, in addition to discourse, and function a foundation for moment language curriculum and path layout; and supply worthwhile perception for moment language pedagogical purposes of the study's findings.
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Extra info for Second Language Writers' Text: Linguistic and Rhetorical Features (ESL & Applied Linguistics Professional Series)
A discussion of written academic genre and discourse frequently cited in literature belongs to Swales (1990a), a work in which he coined the term “academic discourse community” to explain that academic discourse and text are rather distinct from many other types of writing. Swales defined discourse communities as “sociorhetorical networks that form in order to work towards sets of common goals” (p. 9). He explained that one important characteristic of discourse communities is that their “established members” possess “familiarity with the particular genres that are used in the communicative furtherance of those set goals” (p.
An underlying assumption of this research, however, and one of the demonstrable conclusions is that NNS writers produce text that differs significantly from the text that NS writers produce. A further assumption is that knowing what those differences are is of value to teachers and researchers in applied linguistics. 2 Research in Academic and ESL Written Discourse and Text Features of Academic Discourse and Text in English In rather self-evident terms, written academic text is produced in the academy, and in most text analyses, it has been divided into two types that are relatively easily accessible for examination.
Lexicogrammatical features of language in NNS essays also exhibited important differences compared to those of NSs. For example, the uses of complex sentences, the passive voice, pronouns, content words, and word length differed significantly in the text of students who were speakers of Arabic, Chinese, Spanish, and English (Reid, 1990). In general terms, contrastive rhetoric research into L2 student essays demonstrated definitively that the structure and language of academic essays, discourse, and text requires persistent and focused instruction, without which NNSs may have difficulty attaining writing competencies expected in the academic discourse communities (Swales, 1990a).