Název: Metadiscourse use in argumentative essays written by Russian students at different levels of ESAP study of economics
Zdrojový dokument: Brno studies in English. 2022, roč. 48, č. 1, s. 71-92
Rozsah
71-92
-
ISSN0524-6881 (print)1805-0867 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/BSE2022-1-4
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/digilib.76858
Type: Článek
Jazyk
Licence: CC BY-NC-ND 4.0 International
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
The present study investigates metadiscourse use in argumentative essays written by Russian students at different levels of the ESAP study of economics. Text analysis approach and formal error analysis are applied to the metadiscourse use – its type, frequency, and accuracy. The study specifies the differences in the usage of metadiscourse markers by writers representing nonprofessional and novice ESAP students of economics, which are mainly due to disciplinary practices, the interference from L1 writing conventions in the knowledge domain of economics and instructions provided by ESAP teachers. It also gives the interpretation of formal errors in the most indicative groups of metadiscourse markers. The study has important practical implications for developing EFL students' metadiscourse competence in the target language academic writing.
Reference
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[30] Lea, Mary and Brian Street (1998) Student writing in higher education: An academic literacies approach. Studies in Higher Education 23(2), 157–172. | DOI 10.1080/03075079812331380364
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[32] Maschler, Yael and Deborah Schiffrin (2015) Discourse markers: Language, meaning, and context. In: Schiffrin, Deborah, Tannen, Deborah and Heidi E. Hamilton (eds.) Handbook of Discourse Analysis. Oxford: Wiley Blackwell, vol. 1, 189–221. | DOI 10.1002/9781118584194.ch9
[33] Mauranen, Anna (1993) Contrastive ESP rhetoric: Metatext in Finnish–English economic texts. English for Specific Purposes 12, 3–22. | DOI 10.1016/0889-4906(93)90024-i
[34] Moreno, Anna I. (1998) The explicit signalling of premise-conclusion sequences in research articles: A contrastive framework. Text 18(4),545–585.
[35] Moreno, Anna I. (2003) Matching theoretical descriptions of discourse and practical applications to teaching: The case of causal metatext. English for Specific Purposes 22, 265–295. | DOI 10.1016/s0889-4906(02)00021-2
[36] Onder, Neslihan and Bernadette Longo (2014) Metadiscourse use in thesis abstracts: A cross-cultural study. Procedia - Social and Behavioral Sciences 141, 59–63. | DOI 10.1016/j.sbspro.2014.05.011
[37] Persky, Adam M. and Jennifer D. Robinson (2017) Moving from novice to expertise and its implications for instruction. American Journal of Pharmaceutical Education 81(9) https://www.ncbi.nlm. nih.gov/pmc/articles/PMC5738945/ Accessed on 28/11/19
[38] Povolná, Renata (2012) Causal and contrastive discourse markers in novice academic writing. Brno Studies in English 38(2), 131–148. | DOI 10.5817/bse2012-2-8
[39] Schiffrin, Deborah (1987) Discourse Markers. Cambridge: Cambridge University Press.
[40] Schmied, Josef (2012) Academic knowledge presentation in MA theses: from corpus compilation to case studies of disciplinary conventions. Brno Studies in English 38(2), 149–165. | DOI 10.5817/bse2012-2-9
[41] Silver, Mark (2003) The stance of stance: a critical look at ways stance is expressed and modeled in academic discourse. Journal of English for Academic Purposes 2, 359–374. | DOI 10.1016/s1475-1585(03)00051-1
[42] Smirnova, Natalia V. (2018) Obuchenie inojazychnoj pis'mennoj rechi kak social'noj praktike v uslovijah bilingval'nogo obrazovanija. [Teaching Foreign Language Writing as a Social Practice in the Context of Bilingual Education]. Abstract of pedagogy cand. diss. St. Petersburg.
[43] Suomela-Salmi, Eija and Fred Dervin (2009) Cross-linguistic and Cross-cultural Perspectives on Academic Discourse. Amsterdamnds: John Benjamins Publishing.
[44] Valero-Garces, Carmen (1996) Contrastive ESP rhetoric: metatext in Spanish–English economic texts. English for Specific Purposes 15, 279-29. | DOI 10.1016/s0889-4906(96)00013-0
[45] Vande Kopple, William J. (1985) Some exploratory discourse on metadiscourse. College Composition and Communication 36, 82–93.
[46] Williams, Joseph M. (1981) Style: Ten Lessons in Clarity & Grace. Boston: Scott, Foresman.
[47] Yang, Wenfen (2010) A tentative analysis of errors in language learning and use. Journal of Language Teaching and Research 1(3), 266–268.
[48] Zanina, Elena (2016) Strategic hedging: a comparative study of methods, results and discussion (and conclusion) sections of research articles in English and Russian. Journal of Language and Education 2(2), 52–60. | DOI 10.17323/2411-7390-2016-2-2-52-60
[49] Zheng, Cui and Tae-Ja Park (2013) An analysis of errors in English writing made by Chinese and Korean university students. Theory and Practice in Language Studies 3(8), 1342–1351.
[2] Ädel, Annelie (2006) Metadiscourse in L1 and L2 English. Amsterdam: John Benjamins.
[3] Brandt, Deborah (1990). Literacy as Involvement: The Acts of Writers, Readers and Texts. Carbondale: Southern Illinois University Press.
[4] Bromme, Rainer and Regina Jucks (2018) Discourse and expertise: the challenge of mutual understanding between experts and laypeople. In: Michael F. Schober, David N. Rapp and M. Anne Britt (eds.) Routledge Handbooks in Linguistics. The Routledge Handbook of Discourse Processes. New York: Routledge/Taylor & Francis Group, 222–246. | DOI 10.4324/9781315687384-13
[5] Bruce, Ian (2008) Academic Writing and Genre. London: Continuum.
[6] Bunton, David (1999) The use of higher level metatext in Ph.D. theses. English for Specific Purposes 18, 41–56. | DOI 10.1016/s0889-4906(98)00022-2
[7] Chang, Peichin (2018) Maintaining coherence in research argument: identifying qualitative differences between experts' and students' texts. Text&Talk 38(6), 655–682. | DOI 10.1515/text-2018-0018
[8] Chernyavskaya, Valeria E. (2019) Corpus-assisted discourse analysis of Russian university 3.0 Identity. Vestnik Tomskogo gosudarstvennogo universiteta. Filologiya – Tomsk State University Journal of Philology 58, 97–114. | DOI 10.17223/19986645/58/7
[9] Chovanec, Jan (2012) Written academic discourse in English: From local traditions to global outreach. Brno Studies in English 38(2), 5–16. | DOI 10.5817/bse2012-2-1
[10] Chuang, Fei-Yu and Hilary Nesi (2006) An analysis of formal errors in a corpus of L2 English produced by Chinese students. Corpora 1(2), 251–271. | DOI 10.3366/cor.2006.1.2.251
[11] Coffin, Caroline et al (2003) Teaching Academic Writing: A Toolkit for Higher Education. London and New York: Routledge.
[12] Council of Europe (2001) Common European Framework of Reference for Languages: Learning, Teaching and Assessment. Strasbourg: Language Policy Unit.
[13] Crismore, Avon and Rodney Farnsworth (1990) Metadiscourse in popular and professional discourse. In: Nash, Walter (ed.) The writing scholar. Studies in academic discourse. London: Sage, 118–136.
[14] Crismore, Avon, Markkanen, Raija and Margaret S. Steffensen (1993) Metadiscourse in persuasive writing. Written Communication 10(1), 39–71.
[15] Fraser, Bruce (1999) What are discourse markers? Journal of Pragmatics 31, 931–952.
[16] Gubareva, Olga N. (2011) Sopostavitel'nyy analiz metadiskursivnoy organizatsii angloyazychnykh i russkoyazychnykh nauchno-uchebnykh tekstov po ekonomike. [Comparative analysis of the mtadiscursive organization of English and Russian scientific and educational texts on economics]. Philology Cand. Diss. Moscow.
[17] Gunnarsson, Britt-Louise (2009) Professional Discourse. London: Continuum
[18] Han, ZhaoHong (2008) Understanding Second Language Process. UK: Multilingual Matters.
[19] Hewings, Martin and Ann Hewings (2002) "It's interesting to note that ...": A comparative study of anticipatory 'it' in student and published writing. English for Specific Purposes 21, 367–383. | DOI 10.1016/s0889-4906(01)00016-3
[20] Ho, Victor and Cissy Li (2018) The use of metadiscourse and persuasion: an analysis of first year university students' timed argumentative essays. Journal of English for Academic Purposes 33, 53–68. | DOI 10.1016/j.jeap.2018.02.001
[21] Holmes, Janet (1982) Expressing doubt and certainty in English. Regional English Language Center (RELC) 13, 19–28.
[22] Hyland, Ken (1999) Talking to students: Metadiscourse in introductory coursebooks. English for Specific Purposes 18(1), 3–26.
[23] Hyland, Ken (2005) Metadiscourse: Exploring Interaction in Writing. London: Continuum.
[24] Hyland, Ken (2007) Applying a gloss: exemplifying and reformulating in academic discourse. Applied Linguistics 28(2), 266–285. | DOI 10.1093/applin/amm011
[25] Ifantidou, Elly (2005) The semantics and pragmatics of metadiscourse. Journal of Pragmatics 37, 1325–1353. | DOI 10.1016/j.pragma.2004.11.006
[26] Intaraprawat, Puangpen and Margaret S. Steffensen (1995) The use of metadiscourse in good and poor ESL essays. Journal of Second Language Writing 4, 253–272. | DOI 10.1016/1060-3743(95)90012-8
[27] Katiya, Misiwe, Mtonjeni, Thembinkosi and Puleng Sefalane-Nkohla (2015) Making sense of errors made by analytical chemistry students in their writing. Journal of Language Teaching and Research 6 (3), 490–503. | DOI 10.17507/jltr.0603.04
[28] Korotkina, Irina B (2013) Akademicheskoe pis'mo: na puti k konceptual'nomu edinstvu. Academic Writing: on the way to interdisciplinary unity. Higher Education in Russia 3,136–142.
[29] Krashen, Stephen and Clara L. Brown (2007) What is academic language proficiency? Singapore Tertiary English Teachers Society (STETS). http://www.joanwink.com/research/ Krashen-Brown-ALP.pdf. Accessed on 12/09/13.
[30] Lea, Mary and Brian Street (1998) Student writing in higher education: An academic literacies approach. Studies in Higher Education 23(2), 157–172. | DOI 10.1080/03075079812331380364
[31] Longo, Bernadette (1994) The role of metadiscourse in persuasion. Technical Communication 41, 348–352.
[32] Maschler, Yael and Deborah Schiffrin (2015) Discourse markers: Language, meaning, and context. In: Schiffrin, Deborah, Tannen, Deborah and Heidi E. Hamilton (eds.) Handbook of Discourse Analysis. Oxford: Wiley Blackwell, vol. 1, 189–221. | DOI 10.1002/9781118584194.ch9
[33] Mauranen, Anna (1993) Contrastive ESP rhetoric: Metatext in Finnish–English economic texts. English for Specific Purposes 12, 3–22. | DOI 10.1016/0889-4906(93)90024-i
[34] Moreno, Anna I. (1998) The explicit signalling of premise-conclusion sequences in research articles: A contrastive framework. Text 18(4),545–585.
[35] Moreno, Anna I. (2003) Matching theoretical descriptions of discourse and practical applications to teaching: The case of causal metatext. English for Specific Purposes 22, 265–295. | DOI 10.1016/s0889-4906(02)00021-2
[36] Onder, Neslihan and Bernadette Longo (2014) Metadiscourse use in thesis abstracts: A cross-cultural study. Procedia - Social and Behavioral Sciences 141, 59–63. | DOI 10.1016/j.sbspro.2014.05.011
[37] Persky, Adam M. and Jennifer D. Robinson (2017) Moving from novice to expertise and its implications for instruction. American Journal of Pharmaceutical Education 81(9) https://www.ncbi.nlm. nih.gov/pmc/articles/PMC5738945/ Accessed on 28/11/19
[38] Povolná, Renata (2012) Causal and contrastive discourse markers in novice academic writing. Brno Studies in English 38(2), 131–148. | DOI 10.5817/bse2012-2-8
[39] Schiffrin, Deborah (1987) Discourse Markers. Cambridge: Cambridge University Press.
[40] Schmied, Josef (2012) Academic knowledge presentation in MA theses: from corpus compilation to case studies of disciplinary conventions. Brno Studies in English 38(2), 149–165. | DOI 10.5817/bse2012-2-9
[41] Silver, Mark (2003) The stance of stance: a critical look at ways stance is expressed and modeled in academic discourse. Journal of English for Academic Purposes 2, 359–374. | DOI 10.1016/s1475-1585(03)00051-1
[42] Smirnova, Natalia V. (2018) Obuchenie inojazychnoj pis'mennoj rechi kak social'noj praktike v uslovijah bilingval'nogo obrazovanija. [Teaching Foreign Language Writing as a Social Practice in the Context of Bilingual Education]. Abstract of pedagogy cand. diss. St. Petersburg.
[43] Suomela-Salmi, Eija and Fred Dervin (2009) Cross-linguistic and Cross-cultural Perspectives on Academic Discourse. Amsterdamnds: John Benjamins Publishing.
[44] Valero-Garces, Carmen (1996) Contrastive ESP rhetoric: metatext in Spanish–English economic texts. English for Specific Purposes 15, 279-29. | DOI 10.1016/s0889-4906(96)00013-0
[45] Vande Kopple, William J. (1985) Some exploratory discourse on metadiscourse. College Composition and Communication 36, 82–93.
[46] Williams, Joseph M. (1981) Style: Ten Lessons in Clarity & Grace. Boston: Scott, Foresman.
[47] Yang, Wenfen (2010) A tentative analysis of errors in language learning and use. Journal of Language Teaching and Research 1(3), 266–268.
[48] Zanina, Elena (2016) Strategic hedging: a comparative study of methods, results and discussion (and conclusion) sections of research articles in English and Russian. Journal of Language and Education 2(2), 52–60. | DOI 10.17323/2411-7390-2016-2-2-52-60
[49] Zheng, Cui and Tae-Ja Park (2013) An analysis of errors in English writing made by Chinese and Korean university students. Theory and Practice in Language Studies 3(8), 1342–1351.