How one starts a sentence is very important in academic writing because sentences not only connect grammar to discourse but also create overall cohesion, stylistic variation, and rhetorical effects. This study investigates the similarities/differences in the sentence-initial features used by Japanese ESL writers (ESL) and native English-speaking writers (NES) at the university level.{09}The main areas of concern identified as problematic are the ESL writers' overuse/underuse/misuse of sentence-initial adverbials; in particular, one can observe the ESL writers' overuse of logical connectors and underuse/misuse of stance adverbials. Other problematic ESL areas include the students' use of constructions affecting the sentence initial elements (e.g., underuse/misuse of the non-referential there construction, possible overuse of non-referential it with extraposed complements, and overuse of I + verb expressions) as well as some discourse-level difficulties that they experience in academic writing (e.g., underdeveloped content, unclear references, obscure logic, ambiguous writers' stance). The findings also demonstrate that these ESL problem areas are consistent with the text features salient in a set of essays written by native speakers of Japanese in Japanese (NJS), suggesting the likelihood of transfer from the students' L1 to their L2 writing. Additionally, the reformulation samples used in this study demonstrate how native-speaking ESL instructors deal with those ESL problems and with L1 transfer when transforming original ESL essays to essays of native-like quality. These reformulation samples provide solutions to problems, and they also provide revision samples which may be incorporated into composition instruction.
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机译:句子的开头方式在学术写作中非常重要,因为句子不仅将语法与语篇联系起来,而且会产生整体衔接,风格变化和修辞效果。这项研究调查了日本ESL作家(ESL)和母语为英语的英语作家(NES)在大学级别所使用的句子初始特征的相似性/差异。{09}被确定为有问题的主要关注领域是ESL作家'句首副词的过度使用/滥用/滥用;特别是,可以观察到ESL编写者对逻辑连接器的过度使用以及立场副词的滥用/滥用。其他有问题的ESL领域包括学生使用的结构会影响句子的初始元素(例如,非指称 there italic>结构的使用不足/滥用,非指称 it italic的可能过度使用) >带有额外的补语,以及 I italic> +动词表达的过度使用,以及他们在学术写作中遇到的语篇层面的困难(例如,内容欠发达,参考文献不清晰,逻辑晦涩,模棱两可的作者的立场) )。研究结果还表明,这些ESL问题领域与日语为母语的日语使用者撰写的一组论文中突出的文字特征相一致,表明从学生的L1写作过渡到L2写作的可能性。此外,本研究中使用的重新编制样本说明了以母语为母语的ESL讲师如何将原始的ESL论文转变为类似母语的论文时,如何处理这些ESL问题和L1转移。这些重新编写的样本提供了解决问题的方法,并且还提供了可以纳入撰写说明的修订样本。
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