Hits 4.321 – 4.340 of 183.533
| 4322 |
A constructional analysis of written academic English as a Lingua Franca: The case of unedited and edited research writing
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In: Applied Linguistics and English as a Second Language Dissertations (2020)
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| 4323 |
Perceptions of transformational leadership: The effects of organizational justice for English language learners
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In: Educational Policy Studies Dissertations (2020)
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| 4324 |
“Kids Can Change the World”: An Action Research of Latinx English Language Learners Students’ Experiences With Culturally Relevant Morning Meetings
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In: Middle and Secondary Education Dissertations (2020)
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| 4325 |
Quality Improvement Project Evaluating the use of CyraCom Language Translation Application in Two Metro Atlanta Infusion Centers
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In: Nursing Doctoral Projects (DNP) (2020)
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| 4326 |
Seeking the unseen humanities macrostructures: The use of corpus- and genre-assisted research methodologies to analyze written norms in English and Spanish literary criticism articles
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In: Applied Linguistics and English as a Second Language Dissertations (2020)
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Abstract:
Descriptive studies of general and discipline-specific academic writing genre conventions have paved the way for pedagogical materials that build real-world skills for novice academic writers. To name some better-known cases, breakthroughs have taken place in this regard in the fields of psychology, engineering, and chemistry. However, attested scholarship on rhetorical patterns in humanities writing, such as published literary criticism (hereafter “LC”) is less common. This dearth of research affects scholars of literature produced by Spanish-speakers who write in both English and Spanish. Many L1 Spanish user scholars must often publish their research in English, rather than Spanish, to maintain institutional employment. Postsecondary Spanish majors in the U.S. must also demonstrate competence in literary criticism to gain credentials. To address the needs of these groups, the present study examines the potential of lexical bundles, qualitative content, and multidimensional analyses to help describe LC from a lexico-grammatical perspective. Such findings may facilitate an arrival at a comprehensive schematic of strategies used by expert-level literary scholars in Spanish and English. First, using multidimensional analysis, linguistic features characteristic of literary criticism writing are analyzed and interpreted in the context of prior multidimensional analyses to offer insight on ways in which the written norms of LC compare to those espoused in other genres previously analyzed. Next, the study examines the syntactic structures and functions of lexical bundles used in English and Spanish LC writing, with particular attention to quasi-equivalent and language-specific bundles. Finally, the study proposes a taxonomy of communicative strategies utilized by literary scholars in their arguments. Devised via qualitative content analysis, this taxonomy may extend the functional analysis of bundles in LC. These findings offer further insight into the macrostructures of literary criticism, as well as the sentence-level strategies that serve as building blocks for expert-level writing in the genre.
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Keyword:
English for academic purposes; Humanities; Lexical bundles; Literary Criticism; Parallel corpora; Spanish for academic purposes
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URL: https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1057&context=alesl_diss
https://scholarworks.gsu.edu/alesl_diss/56
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| 4327 |
Adopting Home Language and Multimodality in Composition Courses
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In: English Dissertations (2020)
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| 4328 |
Linguistically Responsive Teaching in pre-service teacher education: A review of the literature through the lens of cultural-historical activity theory
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In: Early Childhood and Elementary Education Faculty Publications (2020)
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| 4329 |
Language Program Development through Internationalization
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In: Applied Linguistics and English as a Second Language Dissertations (2020)
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| 4330 |
The Innateness of Human Language: Viewing from Grammatical Errors of Second Language Learners
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| 4331 |
Workplace English as Professional Development: The UW-Madison Model
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In: MITESOL Journal: An Online Publication of MITESOL (2020)
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| 4332 |
User Experience of Alexa when controlling music - comparison of face and construct validity of four questionnaires
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In: Fraunhofer IIS (2020)
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| 4333 |
School Leaders’ Perceptions of Instructional Practices for English Language Learners in Community Charter Schools
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In: ETD Collection for Fordham University (2020)
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| 4335 |
Examining Dual-Language as a Tool for Equity Through an Adaptive Leadership Lens
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| 4336 |
Multilingual Mindset: Using Cross-Functional Strategies Within the Texas Education Agency to Prioritize English Learners
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| 4337 |
The English Baroque: The Logic of Excess in Early Modern Literature
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| 4338 |
What to do with Black English in a Mainstream English Curriculum?
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In: Georgia Educational Research Association Conference (2020)
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| 4339 |
Teachers’ Experiences Incorporating English Language Learners Funds of Knowledge Within Classrooms
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In: National Youth Advocacy and Resilience Conference (2020)
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| 4340 |
Your Social Brain: Creating Safe Classrooms where English Language Learners Thrive
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In: National Youth Advocacy and Resilience Conference (2020)
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