Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
"Another thing": Discourse-organising nouns in advanced learner English
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.ORCID iD: 0000-0003-0773-8019
2016 (English)Doctoral thesis, monograph (Other academic)
Abstract [en]

This study examines the use of discourse-organising nouns (DONs), such as fact, issue, and problem, in Swedish advanced students’ academic writing in second language (L2) English, and in what ways texts produced by the L2 students resemble or differ from those produced by advanced native-speaker (L1) students and from expert writing in this respect. The study uses corpus linguistic methodology and is set within the frameworks of Halliday’s systemic-functional linguistics and Granger’s Contrastive Interlanguage Analysis. Results show both similarities and differences across the writer groups. Noteworthy similarities include overall frequencies of DONs and their modifiers. Differences include variety of usage and register appropriacy. These differences were often the largest between the L2 student writing and the expert writing, though findings suggest that both student groups can usefully be thought of as learners of academic writing in English in this respect. Specifically, the students’ usage was found to be less varied than the expert writing, and to be characterised by more frequent use of semantically vague nouns (e.g., thing and fact) and nouns marking attitude and involvement (e.g., opinion and question). Other central findings include the tendency, on the part of the students, to use DONs less frequently in syntactic structures prototypical of formal academic prose, and to use them more frequently in structures with the potential to express stance, compared to the expert writing. The study also found more frequent use of evaluative modifiers of DONs in the student writing. In sum, the L2 student writing and, to a lesser extent, the L1 student writing, was found to approximate the corpus of expert writing in many respects, but with less variety, fewer markers of formality, and more frequent occurrences of interpersonal features in their use of DONs. The result is discourse that can in part be characterised as vague and subjective, as well as involved and informal.

Abstract [en]

This study examines the use of discourse-organising nouns (DONs), such as fact, issue, and problem, in Swedish advanced students’ academic writing in second language (L2) English, and in what ways texts produced by the L2 students resemble or differ from those produced by advanced native-speaker students and from expert writing in this respect. Results show both similarities and differences across the writer groups. Noteworthy similarities include overall frequencies of DONs and their modifiers. Differences include variety of usage and register appropriacy. In short, the L2 student writing and, to a lesser extent, the L1 student writing, was found to approximate the corpus of expert writing in many respects, but with less variety, fewer markers of formality, and more frequent occurrences of interpersonal features in their use of DONs. The result is discourse that can in part be characterised as vague and subjective, as well as involved and informal. These differences were often the largest between the L2 student writing and the expert writing, though findings suggest that both student groups can usefully be thought of as learners of academic writing in English in this respect.  

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2016. , 268 p.
Series
Karlstad University Studies, ISSN 1403-8099 ; 2016:17
Keyword [en]
discourse-organising nouns, lexical cohesion, register, academic writing, L2 learners, systemic-functional linguistics, learner corpus research, Contrastive Interlanguage Analysis, ICLE, LOCNESS, ICE
National Category
Humanities
Research subject
English
Identifiers
URN: urn:nbn:se:kau:diva-41085ISBN: 978-91-7063-695-0 (print)OAI: oai:DiVA.org:kau-41085DiVA: diva2:912731
Public defence
2016-05-20, Sal 12B 150, Universitetsgatan 2, Karlstad, 13:15 (English)
Opponent
Supervisors
Available from: 2016-04-29 Created: 2016-03-17 Last updated: 2017-03-01Bibliographically approved

Open Access in DiVA

fulltext(2362 kB)168 downloads
File information
File name FULLTEXT01.pdfFile size 2362 kBChecksum SHA-512
013333284b8d943d468fa3764c5747637b91f037a71e7e8793d850a4c014375ff17ff12f7acaa2b5b4a05ff903636394d7c89d69d37b7bbf1dd0ae4213c75260
Type fulltextMimetype application/pdf

Authority records BETA

Tåqvist, Marie

Search in DiVA

By author/editor
Tåqvist, Marie
By organisation
Department of Language, Literature and Intercultural Studies
Humanities

Search outside of DiVA

GoogleGoogle Scholar
Total: 168 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 585 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf