Informal language in English L2 writing: What are pupils taught from textbooks?

Hasund, Ingrid Kristine

doi:10.5617/adno.6599

Cited by 5 publications

(5 citation statements)

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“…Furthermore, the L1 Norwegian essay tradition allows for a more personal, informal and expressive style (p. 54; see also Øgreid & Hertzberg, 2009). Other studies confirm the impression that overuse of WRV features seems to be widespread in Norwegian secondary school, at both lower and upper level (Hasund, 2019;Horverak, 2015;Thomson, 2018).…”

Section: Previous Researchmentioning

confidence: 85%

Writer/reader visibility in young learner writing: A study of the TRAWL corpus of lower secondary school texts

Hasund

Hasselgård

2022

Journal of Writing Research

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A pervasive finding in learner corpus research is that advanced EFL learners tend to overuse interactional features of writer/reader visibility (WRV) in their written academic texts, including first-and second-person pronouns, I think, modal adverbs, modal auxiliaries, and questions. Very little research has been done on younger learners, however. The present study is a mixed-methods investigation of WRV features in argumentative and expository genres in the TRAWL longitudinal corpus of learner texts from Norwegian lower secondary school. Comparisons are made with more advanced levels (undergraduate university students) using the Norwegian component of ICLE, ICLE-NO.The results show that the TRAWL pupils use many WRV features in their writing, firstperson reference being especially frequent (with I dominating). Compared to the advanced learners in ICLE-NO, the TRAWL learners overuse some, but not all, features. One explanation for the high frequency of WRV features in TRAWL is that the prompts -both argumentative and expository -often request a personal style. Some expository prompts and texts are more impersonal, but overall there is little distinction between the genres. The pedagogical implications are that instructors need to be more specific about genre requirements, and create more obligatory prompts that do not request a personal style.

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Section: Previous Researchmentioning

confidence: 85%

Writer/reader visibility in young learner writing: A study of the TRAWL corpus of lower secondary school texts

Hasund

Hasselgård

2022

Journal of Writing Research

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“…According to the findings of other studies, the Norwegian secondary education system, at both the lower and the upper levels, tends to place an undue focus on WRV traits. This is true for the lower and upper levels (Hasund, 2019;Horverak, 2015;Thomson, 2018).…”

Section: Issn: 2583-6846mentioning

confidence: 72%

A study of the texts in the TRAWL corpus of lower secondary schools reveals the visibility of the writer and reader in young learners' writing

Bavarava¹

2019

EDU

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According to the findings of one study that used a learner corpus, advanced students of English as a Foreign Language (EFL) frequently make errors in the usage of interactional WRV components in their written academic papers. I believe inquiries, first- and second-person pronouns, modal adverbs, and modal auxiliaries are all included in this category of characteristics. The findings of learner corpus research lead to this widely accepted and acknowledged conclusion. On the other hand, there hasn't been much study conducted on elementary and secondary school students. The primary objective of this research is to study WRV characteristics in argumentative and explanatory genres within the TRAWL longitudinal corpus of learner texts from Norwegian lower secondary schools using a combination of qualitative and quantitative research approaches. Expository, argumentative, and hybrid writing are all types of writing that fall under this category. ICLE-NO, the Norwegian adaptation of the exam, is utilized to compare levels that have progressed in their growth (undergraduate students at universities). According to the findings, students who take TRAWL are more likely to include WRV features in their writing, with allusions to first-person views being particularly widespread among these students' contributions (with I dominating). The students who are enrolled in TRAWL have less experience than those who are enrolled in ICLE-NO, and as a result, they commonly abuse a range of features. Nevertheless, this is not the case for every TRAWL student. The fact that the prompts, whether argumentative or explanatory, typically look for a personal style is one explanation for the high frequency of WRV in TRAWL. Other possible explanations include: The following are some more reasons that might be applicable: There are particular explanation prompts and messages that are less personal, but other than that, there is not much difference between the genres. Consequently, teachers must be more specific about the genres they want their students to generate and provide them with more necessary prompts without imposing any particular writing style on them. In addition, they will need to provide their students with more opportunities to write.

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“…Eventually, they are fraught with the potential of unsuccessful cross‐cultural communication. Many studies (Hasund 2019; Paltridge and Starfield 2020; Kubota 1997; Leki 1997) argue that wrong grammatical constructions in ESL students' dissertations result from culturally different ways of thinking. The area of research is known as contrastive rhetoric or, more recently, intercultural rhetoric (Connor 2018), which compares writing across languages and cultures.…”

Section: Resultsmentioning

confidence: 99%

Writing challenges, causes, and strategies to facilitate the doctoral dissertation‐writing process: A qualitative analysis

Rafi

Moghees

2022

Int Social Sci J

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This study grows out of the absence of literature on an in‐depth understanding of dissertation‐writing challenges, facilitating strategies, and causes to develop a more profound understanding of Pakistani doctoral students. This is primarily qualitative research. One of the largest private universities was selected as a case to collect the data. The data were based on 12 Pakistani doctoral dissertations, 49 evaluation reports from 13 countries, mainly from the state‐run universities, and a survey questionnaire responded to by 12 PhD graduates. The data were codified for commonly emerging categories and themes based on the methodological approach of Clarke and Braun (2017). The data revealed that the doctoral students faced challenges concerning mechanics of writing, developing an argument in a coherent whole, and structural organization of the dissertation. The examiners recommended the doctoral students to copyedit/proofread the dissertation to overcome mechanics of writing problems, build the argument logically, use formal language, write transition sentences to knit the texts coherently, embed citations to support the claims, and uniform the structure of the dissertation. Five causes of writing difficulties emerged from the survey questions. Despite a mismatch between the academic resources and research support provided to Pakistani doctoral students, their research work is deemed par with foreign universities, which encourage native‐like English. It is hoped that this study will help doctoral students improve their dissertation‐writing quality.

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Informal language in English L2 writing: What are pupils taught from textbooks?

Cited by 5 publications

References 23 publications

Writer/reader visibility in young learner writing: A study of the TRAWL corpus of lower secondary school texts

Writer/reader visibility in young learner writing: A study of the TRAWL corpus of lower secondary school texts

A study of the texts in the TRAWL corpus of lower secondary schools reveals the visibility of the writer and reader in young learners' writing

Writing challenges, causes, and strategies to facilitate the doctoral dissertation‐writing process: A qualitative analysis

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