A great number of cross-cultural analyses of academic written genres have shown that there are cultural differences in the use of certain rhetorical and metadiscoursal features in texts produced in English and other languages. Intercultural studies of L2 (English) academic texts are more scarce. They tend to point out that these texts occupy a mid-position between those produced in the two L1s. The present research analyses logical markers in L1 research articles (RAs) in Spanish and English and L2 RAs in English in a specific discipline to try to unveil whether the use made of these metadiscoursal features by Spanish scholars in their English RAs resembles that in L1 English or Spanish texts. The use of additive, contrastive and consecutive logical markers is found to be rather different in the English and Spanish RAs and, in turn, their use in the English RAs written by Spanish scholars resembles that in RAs written by Anglo-American peers. Thus, no transfer process seems to occur from L1 (Spanish) RAs into L2 (English) texts. It is hypothesized that some rhetorical and metadiscoursal features may be more likely than others to undergo this transfer in academic genres, a hypothesis which shall be confirmed by future research. The possible reasons for these results are also discussed as well as their pedagogical implications.
2024. Integration across linguistic backgrounds: examining intertextual connections in L1 and L2 academic writing / Integración entre orígenes lingüísticos: análisis de las conexiones intertextuales en la escritura académica L1 y L2. Journal for the Study of Education and Development: Infancia y Aprendizaje
Flowerdew, Lynne
2020. The Academic Literacies approach to scholarly writing: a view through the lens of the ESP/Genre approach. Studies in Higher Education 45:3 ► pp. 579 ff.
Povolná, Renata
2020. Persuasion in Technical Discourse: The Role of Interpersonal Metadiscourse Markers in User Manuals. In Persuasion in Specialised Discourses, ► pp. 229 ff.
Lu, Yuan
2019. L2 distribution of Chinese connectives: Towards a comprehensive understanding of a discourse grammar. Second Language Research 35:4 ► pp. 557 ff.
Sheldon, Dr Elena
2019. Knowledge construction of discussion/conclusion sections of research articles written by English L1 and L2 and Castilian Spanish L1 writers. Journal of English for Academic Purposes 37 ► pp. 1 ff.
Huang, Ying & Kate Rose
2018. You, our shareholders: metadiscourse in CEO letters from Chinese and Western banks
. Text & Talk 38:2 ► pp. 167 ff.
2014. Interactive metadiscourse in research articles: A comparative study of paradigmatic and disciplinary influences. Journal of Pragmatics 66 ► pp. 15 ff.
Flowerdew, John
2014. Foreword. In Dialogicity in Written Specialised Genres [Dialogue Studies, 23], ► pp. ix ff.
Sheldon, Elena
2011. Rhetorical differences in RA introductions written by English L1 and L2 and Castilian Spanish L1 writers. Journal of English for Academic Purposes 10:4 ► pp. 238 ff.
This list is based on CrossRef data as of 4 january 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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