Contrastive Rhetoric

Connor, Ulla; Nagelhout, Ed; Rozycki, William

doi:10.1075/pbns.169

Cited by 129 publications

(5 citation statements)

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“…Contrastive Rhetoric (CR) is another approach to academic writing. It is based on relativistic assumptions that different cultures have different conventions for texts and literacy practices (Connor, 1996;Connor, Nagelhout, & Rozycki, 2008). The "father" of contrastive rhetoric, Kaplan (1966), studied texts written by learners with English as a second language and with different first languages.…”

Section: Contrastive Rhetoricmentioning

confidence: 99%

Culturally Diverse Students in Higher Education: Challenges and Possibilities within Academic Literacy Practices

Tkachenko

Bratland

Johansen

2016

FLEKS

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With growing diversity in the population, higher education faces a new situation with increasing student diversity. In our paper, we will explore questions concerning the consequences student diversity has for higher-education institutions. Based on our experience from three different R&D projects, the differences in culture and academic literacy practices give culturally diverse students challenges that have often been ignored in academia. Some other studies also document that this group of students has a much higher risk of dropping out and underachieving than majority students (Andersen & Skaarer-Kreutz, 2007; Støren, 2009). In our paper, we are going to discuss the students' challenges and discourse of remediation that is often associated with their challenges and suggest how higher-education institutions can adjust their practices to be more oriented to intercultural communication. Intercultural communication as a dialogic approach may create dynamics in academic tutoring and lead to mutual change/transformation instead of a one-way adaptation of existing academic literacy norms. We argue that all teachers should be aware of cultural differences in literacy practices in the education systems and strive to adjust their teaching practices to the diversity in the classroom. This approach, we believe, can contribute to a better learning environment for all students, independently of their backgrounds.

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Section: Contrastive Rhetoricmentioning

confidence: 99%

Culturally Diverse Students in Higher Education: Challenges and Possibilities within Academic Literacy Practices

Tkachenko

Bratland

Johansen

2016

FLEKS

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“…SLA researchers who investigated L1 influence looked at how the language learner used his/her knowledge of the linguistic properties of the L1 to perform various phonological, morphological, syntactic, and lexical functions in the L2 (e.g., Pasquarella, Chen, Lam, Luo, & Ramirez, 2011). Moving beyond the sentence level, L1 influence research targeted the L1-based discourse patterns of learner language in order to show how they utilized the L1-based cohesive devices to link sentences in the L2 (Connor et al, 2008). In order to investigate L1 influence, SLA researchers collected interactional data and concentrated on identifying the discourse patterns produced by the L2 learners that were deviant from native speaker norms.…”

Section: L1 Influence In Sla Studiesmentioning

confidence: 99%

“…The data analysis revealed that the Chinese speakers not only used cohesive devices for the purpose of connecting sentences, but in some cases for adding new ideas to their interactions with the native speakers. This added function was different from the English norm of restricting the use of cohesive devices for the purpose of connecting sentences (Connor et al, 2008). For example, when a Chinese speaker introduces a new point, he/she may use the cohesive devices of "conjunction" or "disjunction" not only to connect utterances, but also to introduce new ideas that support the main point.…”

Section: L1 Influence On the Use Of Cohesive Devicesmentioning

confidence: 99%

“…Early studies focused on the influence of morpho-syntactic features of the L1 on the learner's L2 spoken and written performance (e.g., Rutherford, 1983). More recently, SLA researchers have moved beyond the sentence level to focus on the influence of L1 on the pragmatic (e.g., Bardovi-Harlig & Hartford, 2016) and discourse features of the L2 (e.g., Connor, Nagelhout, & Rozycki, 2008). Researchers turned their interests to investigate L1 influence on the L2 in extended chunks of language ranging from the performance of the most rudimentary requests and compliments to more elaborate discourse features such as cohesive devices and the organization of argument structure.…”

Section: Introductionmentioning

confidence: 99%

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The Primacy of L1-Based Cohesive Devices Over the Organization of Ideas in the Spoken English of Chinese EFL Learners

Alrabah¹,

Wu²

2019

IJEL

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L1 influence research on L2 learners’ spoken performance has focused on learners’ use of L1-based cohesive devices and propositional organization. The problem in these studies was that even though L2 learners were using L1-based cohesive devices, they were not making any grammatical or pronunciation errors, but their L2 speech patterns were not consistent with native speaker standards. This study investigated the ways in which 6 Chinese English as a foreign language (EFL) learners were influenced by their L1-based cohesive devices and organization of ideas during 30 hours of face-to-face interactions with 2 English native speakers. Data analysis involved transforming the transcribed data of interactions into a system of codes and categories (Corbin & Strauss, 2015), and the Excel software was used to generate the means, percentages, and ranks of different categories. Data analysis determined that Chinese L1-based cohesive devices and organization of ideas were manifested in the 6 Chinese participants’ speech as a coherent system of communication. Moreover, the researchers found that the most frequently-used L1-based cohesive device in the Chinese students’ L2 speech was the use of connectors which were employed to “add” new points to the speakers’ arguments. Implications for pedagogy included action research projects to scrutinize the introduction of a series of communicative tasks in the classroom that utilize scaffolding to highlight L1-L2 differences. The aim of these tasks is to raise students’ consciousness and help them “notice the gap” between L1-L2 discourse systems in the use of cohesive devices and organization of ideas.

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“…Is this due to first language (L1) interference and/or a lack of instruction and thus a lack of awareness of what is required (McCune, 2004). While early research has indicated that L1 rhetorical patterns and linguistic devices negatively interfere with second language (L2) writing (e.g., the seminal work of Kaplan, 1966); research has shown that with certain specific instructional methods towards disciplinary writing students showed ability to develop their L2 writing in their discipline communities (Connor, Nagelhout, & Rozycki, 2008;Feez, 1998;Ferris & Hedgcock, 2004;Hyland, 2017;Johns, 2001;Mukattash, 2003;Swales, 1990 among others). Thus, this study aims to investigate possible cause(s) of any writing problems that L1 Arabic students have in writing academic essays, one required genre at the university level.…”

Section: Statement Of the Problemmentioning

confidence: 99%

L1 Use in L2 Academic Essays: A Study of L1 Arabic Writers’ Views

Bacha¹

2017

IJEL

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Research findings indicate conflicting views as to interference from L1 rhetorical patterns in the essays written by students whose first language is not English. Essays are still considered important for required assignments and exams in institutions of higher learning, but the challenge for L1 Arabic students is to express their ideas clearly. Although there have been studies of the use of L1 in L2 writing, there are very few rigorous ones done on L1 Arabic texts in Lebanon and specifically from the students' viewpoint. This study aims to evaluate, holistically and analytically, according to language, organization and content, the expository academic essays written by first year university L1 Arabic students and to examine any significant correlation between these scores and the quality of these essays through content analysis. In addition, students' perceptions of any problems they have in writing the academic essay are surveyed through a questionnaire. Results indicate a significant positive correlation between students' essay scores and the content analysis. However, findings from the student questionnaire revealed that they do not view any significant interference from L1 nor any significant problems in writing the academic essays which are contrary to the essay scores and content analysis results. Recommendations are made for L2 contexts and future research.

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Contrastive Rhetoric

Cited by 129 publications

References 0 publications

Culturally Diverse Students in Higher Education: Challenges and Possibilities within Academic Literacy Practices

Culturally Diverse Students in Higher Education: Challenges and Possibilities within Academic Literacy Practices

The Primacy of L1-Based Cohesive Devices Over the Organization of Ideas in the Spoken English of Chinese EFL Learners

L1 Use in L2 Academic Essays: A Study of L1 Arabic Writers’ Views

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