Cover not available
Article published In:
Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 27:2 (2014) ► pp.469–491

A mathematical model for academic genre awareness

Writer’s metalinguistic knowledge in English L2 writing

| Málaga University

Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of L2 academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with writers’ awareness of academic genre features. The research sample conveys a group of 200 Spanish undergraduates of English Studies; they are in their fourth year, so they are expected to be proficient in English academic writing but their written production quality varies considerably. Results are analysed following a mixed methodology by which metalinguistic items are statistically measured, and then contrasted with semi-structured interview results; SPSS® and NVivo® provide quantitative and qualitative outcomes, respectively. The analyses reveal that undergraduate students who produce complex sentences and more coherent texts show greater awareness of academic genre features, being able to (un)consciously employ academic language in their written expression. These high-scoring students make more proficient use of complex transition markers for coherence and frame markers for textual cohesion.

Keywords: writing, academic, English, L2, awareness, metalinguistic
Published online: 8 December 2014
DOI logo
https://doi.org/10.1075/resla.27.2.11mun
References
Amaral, L., & Roeper, T
(2014) Multiple grammars and second language representation. Second Language Research, 30(1), 3–36. DOI logoGoogle Scholar
Arkin, F
(2010) Programme evaluation: Skill-based language teaching approach in EFL. Procedia: Social and Behavioral Sciences, 21, 3339–3350. DOI logoGoogle Scholar
Arndt, V., Harvey, P., & Nuttall, J
(2000) Alive to language: Perspectives on language awareness for English language teachers. Cambridge: Cambridge University Press.Google Scholar
Basturkmen, H
(2006) Ideas and options in English for specific purposes. London: Lawrence Erlbaum.Google Scholar
Caballero, R
(2007) Textual input and learning outcomes: Enriching input through genre analysis. Atlantis, 29(1), 69–86.Google Scholar
Chafe, W
(1986) Evidentiality in English conversation and academic writing. In W. Chafe & J. Nichols (Eds.), Evidentiality: The linguistic coding of epistemology (pp. 261–272). Norwood: Ablex.Google Scholar
Cohen, A.D., & Brooks-Carson, A
(2001) Research on direct vs. translated writing: Students’ strategies and their results. The Modern Language Journal, 85(2), 169–188. DOI logoGoogle Scholar
Corder, S
(1981) Error analysis and interlanguage. Oxford: Oxford University Press.Google Scholar
Douglas, D
(2000) Assessing languages for specific purposes. Cambridge: Cambridge University Press.Google Scholar
Dörnyei, Z
(2007) Research methods in applied linguistics. Oxford: Oxford University Press.Google Scholar
Dressen-Hammouda, D
(2008a) Aligning EAP writing pedagogies across European universities. In I. Fortanet-Gómez & C. Räisänen (Eds.), ESP in European higher education: Integrating language and content (pp. 75–96). Amsterdam/Philadelphia: John Benjamins. DOI logoGoogle Scholar
(2008b) From novice to disciplinary expert: Disciplinary identity and genre mastery. English for Specific Purposes, 271, 233–252. DOI logoGoogle Scholar
Dudley-Evans, T
(1997) Five questions for LSP teacher training. In R. Howard & G. Brown (Eds.), Teacher education for languages for specific purposes (pp. 58–67). Clevedon: Multilingual Matters.Google Scholar
Ellis, N.C
(2003) Constructions, chunking, and connectionism: The emergence of second language structure. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 63–103). Oxford: Blackwell. DOI logoGoogle Scholar
Ellis, R., & Barkhuizen, G
(2005) Analysing learner language. Oxford: Oxford University Press.Google Scholar
Ellis, R., & Yuan, F
(2005) The effects of careful within task planning on oral and written task performance. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 167–192). Amsterdam/Philadelphia: John Benjamins. DOI logoGoogle Scholar
Flowerdew, L
(2000) Using a genre-based framework to teach organisational structure in academic writing. English Language Teaching Journal, 54(4), 369–375. DOI logoGoogle Scholar
Frodesen, J., & Holten, C
(2003) Grammar and the ESL writing class. In B. Kroll (Ed.), Exploring the dynamics of second language writing (pp. 141–161). Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Hurry, J., Nunes, T., Bryant, P., Pretzlik, U., Parker, M., Curno, T., & Midgely, L
(2005) Transforming research in morphology into teacher practice. Research Papers in Education, 20(2), 187–206. DOI logoGoogle Scholar
Hyland, K
(2000) Disciplinary discourses: Social interactions in academic writing. London: Longman.Google Scholar
(2002) Teaching and researching writing. Harlow: Longman.Google Scholar
(2003) Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 121, 17–29. DOI logoGoogle Scholar
(2005) Stance and engagement: A model of interaction in academic discourse. Discourse Studies, 7(2), 173–192. DOI logoGoogle Scholar
(2006) English for academic purposes: An advanced resource book. London/New York: Routledge. DOI logoGoogle Scholar
(2011) Projecting an academic identity in some reflective genres. Ibérica, 211, 9–30.Google Scholar
Johns, A
(2003a) Genre and ESL/EFL composition instruction. In B. Kroll (Ed.), Exploring the dynamics of second language writing (pp. 195–217). Cambridge: Cambridge University Press. DOI logoGoogle Scholar
(2003b) Academic writing: A European perspective. Journal of Second Language Writing, 12(4), 313–316. DOI logoGoogle Scholar
(2008) Genre awareness for the novice academic student: An ongoing quest. Language Teaching, 41(2), 237–252. DOI logoGoogle Scholar
Jordan, R
(2004) English for academic purposes: A guide and resource book for teachers. Cambridge: Cambridge University Press.Google Scholar
Kaufman, D
(2004) Constructivist issues in language learning and teaching. Annual Review of Applied Linguistics, 241, 303–319. DOI logoGoogle Scholar
Kennedy, J
(2005) Study skills: Maximise your time to pass exams. Newcastle: The Baskerville.Google Scholar
Lafuente, E
(2010) ‘Extending this claim, we propose’…: The writer’s presence in research articles from different disciplines. Ibérica, 201, 35–56.Google Scholar
Lewis, M., & Reinders, H
(2003) Study skills for speakers of English as a second language. London: Palgrave. DOI logoGoogle Scholar
Liao, P
(2006) EFL learners’ beliefs about and strategy use of translation in English learning. RELC, 37(2), 191–215. DOI logoGoogle Scholar
Lines, H
(2010) Judging text: Teachers’ and students’ constructs of quality in writing assessment. Annual staff student research conference (8th May 2010), University of Exeter, Graduate School of Education.
Matsuda, P., & Tardy, C
(2008) Continuing the conversation on voice in academic writing. English for Specific Purposes, 271, 100–105. DOI logoGoogle Scholar
McCarthy, M
(1993) Discourse analysis for language teachers. Cambridge: Cambridge University Press.Google Scholar
McCarthy, P., & Schmeck, R
(1988) Students’ self-concepts and the quality of learning in public schools and universities. In R. Schmeck (Ed.), Learning strategies and learning styles (pp. 131–156). London/ New York: Plenum. DOI logoGoogle Scholar
McKay, S
(2006) Researching second language classrooms. London: Lawrence Erlbaum. DOI logoGoogle Scholar
Murphy, L
(2008) Supporting learner autonomy: Developing practice through the production of courses for distance learners of French, German, and Spanish. Language Teaching Research, 12(1), 83–102. DOI logoGoogle Scholar
Myhill, D., Jones, S., Lines, H., & Watson, A
(2012) Re-thinking grammar: The impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding. Research Papers in Education, 27(2), 139–166. DOI logoGoogle Scholar
Nattinger, J., & DeCarrico, J
(1992) Lexical phrases and language teaching. Oxford: Oxford University Press.Google Scholar
Nelson, N., & Calfee, R
(1998) The reading-writing connection viewed historically. In N. Nelson & R. Calfee (Eds.), The reading-writing connection (pp. 1–52). Chicago: NSSE.Google Scholar
Newell, G
(1998) How much are we the wiser?: Continuity and change in writing and learning in the content areas. In N. Nelson & R. Calfee (Eds.), The reading-writing connection (pp. 178–202). Chicago: NSSE.Google Scholar
Nunan, D
(1993) Introducing discourse analysis. London: Penguin.Google Scholar
Oppenheim, B
(1992) Questionnaire design, interviewing and attitude measurement. London: Continuum.Google Scholar
Paltridge, B
(1997) Genre, frames and writing in research settings. Amsterdam/Philadelphia: John Benjamins. DOI logoGoogle Scholar
(2001) Genre and the language learning classroom. Michigan: University of Michigan Press. DOI logoGoogle Scholar
Peacock, M
(2010) Linking adverbials in research articles across eight disciplines. Ibérica, 201, 9–34.Google Scholar
Pérez Gómez, Á., Soto Gómez, E., Sola Fernández, M., & Serván Núñez, M
(2009) Aprender cómo aprender: Autonomía y responsabilidad: el aprendizaje de los estudiantes. Madrid: Akal.Google Scholar
Perry, N.E., Hutchinson, L., & Thauberger, C
(2007) Mentoring student teachers to design and implement literacy tasks that support self-regulated reading and writing. Reading and Writing Quarterly, 23(1), 27–50. DOI logoGoogle Scholar
Philips, T
(2008) Why do English medium tertiary students need ESAP-English for specific academic purposes? In P. Sánchez Hernández (Ed.), Researching and teaching specialised languages: New contexts, new challenges (pp. 811–820). Murcia: University of Murcia.Google Scholar
Roca de Larios, J., Manchón, R., & Murphy, L
(2007) Componentes básicos y evolutivos del proceso de formulación en la escritura de textos en lengua materna y lengua extranjera. RESLA, 201, 159–183.Google Scholar
Shaw, P., & Liu, T
(1998) What develops in the development of second language writing? Applied Linguistics, 19(12), 225–254. DOI logoGoogle Scholar
Skelton, J
(1988) Comments in academic articles. In P. Grunwell (Ed.), Applied linguistics in society. London: BAAL/CILT.Google Scholar
Taillefer, L., & Muñoz-Luna, R
(2011) Online glossary of English applied linguistics. In S. Maruenda-Bataller & B, Clavel (Eds.), Multiple voices in academic and professional discourse: Current issues in specialised language research, teaching and new technologies (pp. 536–546). New Castle: Cambridge Scholars.Google Scholar
Tardy, C.M
(2011) The history and future of genre in second language writing. Journal of Second Language Writing, 20(1), 1–5. DOI logoGoogle Scholar
Thornbury, S
(2005) Beyond the sentence: Introducing discourse analysis. London: Macmillan.Google Scholar
Toussaint, C., & Clark, I
(2008) Exploring and exposing a gap in L2 research: How sociolinguistic roles and relationships facilitate or frustrate second language acquisition. Atlantis, 30(1), 101–113.Google Scholar
Vongpumivitch, V., Huang, J., & Chang, Y
(2009) Frequency analysis of the words in the academic word list (AWL) and non-AWL content words in applied linguistics research papers. English for Specific Purposes, 28(1), 33–41. DOI logoGoogle Scholar
Westergaard, M
(2014) Complexity and conflicting grammars in language acquisition. Second Language Research, 30(1), 85–89. DOI logoGoogle Scholar
Xu, H
(2001) Metadiscourse: A cross-cultural perspective. Nanjing: Southeast University Press.Google Scholar
Cited by

Cited by 3 other publications

Griffith, Mary
2021. Chapter 13. Compensatory discourse strategies in the bilingual university classroom. In Discourse Studies in Public Communication [Discourse Approaches to Politics, Society and Culture, 92], ► pp. 298 ff. DOI logo
Munoz-Luna, Rosa & Andrew R. Dalby
2015. Main Ingredients for Success in L2 Academic Writing: Outlining, Drafting and Proofreading. PLOS ONE 10:6 ► pp. e0128309 ff. DOI logo
Shaw, Philip M.
2018. Teacher Preparation for Postsecondary Writing. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff. DOI logo

This list is based on CrossRef data as of 13 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.