Hits 4.321 – 4.340 of 183.538
| 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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Abstract:
Recent English as a Lingua Franca (ELF) research has started to document the general characteristics of academic writing by international scholars from different linguistic (similectal) and disciplinary backgrounds, as well as the complex patterns of variation that shape these characteristics. However, not only is this line of research in its infancy, studies are also generally small-scale, resulting in a limited understanding of the complexities of ELF academic writing. Adopting a Construction Grammar (CxG) approach, this study aims to comprehensively examine the distinctive constructions, here defined as multi-word sequences with discourse-functional properties in three corpora of academic writing from 50 disciplines in the social and natural sciences. These corpora are: (1) an unedited ELF corpus of 140 texts by non-native scholars from nine different similects (L1s) in the social and natural sciences; (2) an edited ELF corpus that matches the similects and disciplines in the unedited ELF corpus; and (3) an edited English as a Native Language (ENL) corpus that matches the disciplines in the ELF corpora. A range of corpus analytic methods were used to identify distinctive constructions around key function words. The target constructions were first analyzed in terms of forms and functions across corpora. Then, similectal and disciplinary variation in the use of these constructions were investigated via robust multivariate statistical tests. The findings support previous research in that ELF writers use conventional features of academic writing such as nominals, and passives more often than ENL writers. Their use of constructions including low-frequency prepositions with nominal complements, predicative adjectives, and determiners, however, show remarkable disciplinary and similectal variation. As a result, conventionality and simplification are argued to be two important “universals” of ELF, that is, general features across different disciplines and similects, regarding high-frequency constructions. However, the high degree of similectal and disciplinary variation in the use of the low-frequency constructions points to the complexity inherent in ELF as the only “universal” characterizing their usage. Implications of the study for future research on the diversity of written scientific communication and pedagogy are discussed in light of the findings.
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Keyword:
Academic writing; Construction Grammar; Corpus Linguistics; English as a Lingua Franca; English for Academic Purposes; Second language writing
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URL: https://scholarworks.gsu.edu/alesl_diss/57
https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1058&context=alesl_diss
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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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| 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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