Linguistic Deviations in the Written Academic Register of Danish University  Students

Blom, Jonas Nygaard; Rathje, Marianne; Jakobsen, B. F.; Holsting, Alexandra; Hansen, Kenneth Reinecke; Svendsen, Jesper Tinggaard; Vildhøj, Thit Wedel; Lindø, Anna Vibeke

doi:10.5617/osla.5855

Cited by 6 publications

(8 citation statements)

References 4 publications

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“…I naervaerende artikel gennemgår og diskuterer vi resultaterne af en undersøgelse af nyindskrevne danskstuderende på Syddansk Universitets kompetencer i forhold til tegnsaetning, retstavning og grammatik, således som disse kommer til udtryk, når de studerende under et vist tidspres forfatter en akademisk tekst, som de efterfølgende får mulighed for at laese korrektur på. Undersøgelsen ligger i forlaengelse af Blom et al (2017) og Rathje (2019), der på baggrund af lignende data konkluderer, at der i nyindskrevne studerendes tekster forekommer relativt mange fejl af ovennaevnte typer. Formålet med det eksperiment, der praesenteres i denne artikel, er at undersøge, i hvilket omfang disse fejl elimineres, hvis den studerende gives saerskilt tid til korrekturlaesning.…”

Section: Indledningunclassified

“…Denne artikels data er indsamlet af forskergruppen SpUni -Skriftsproglighed på Universitetet (se også Blom et al 2017, Rathje 2013 og udgøres af 29 universitetsopgaver udarbejdet af nyindskrevne bachelorstuderende på danskuddannelsen ved Syddansk Universitet (årgang 2016). Opgaven fungerede og blev praesenteret som studiestartsprøve, hvilket indebar, at de studerende havde pligt til at udarbejde den for at kunne fortsaette deres netop påbegyndte uddannelse, men at opgaven ikke skulle leve op til bestemte faglige krav for at kunne godkendes.…”

Section: Dataunclassified

“…I førnaevnte tidligere undersøgelser af data indsamlet under identiske betingelser i 2015 (Blom et al 2017, Rathje 2019) var fokus på omfanget og karakteren af fejl i de studerendes tekster. Ved gennemførelsen af studiestartsprøven i 2016 indlagde vi et supplerende element, idet de studerende umiddelbart efter aflevering af opgaven fik følgende instruktion:…”

Section: Dataunclassified

“…Overordnet set er der tale om de samme fejltyper i denne artikels data som i tidligere undersøgelser af lignende data (Blom et al 2017 og Rathje 2019).…”

Section: Fejl I Tekstversion Aunclassified

“…Det skyldes, at disse ikke nødvendigvis er sammenfaldende, da ekstreme eksempler kan traekke gennemsnittet i en misvisende retning.Tabel 2 angiver fordelingen af de forskellige typer, og som det fremgår, dominerer tegnsaetningsfejl, efterfulgt af ortografiske og morfologiske fejl i A-versionen. Denne fordeling stemmer overens med vores tidligere resultater (seBlom et al 2017).…”

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Hvad retter de? Nyindskrevne studerendes revision af universitetsopgaver

Holsting¹,

Rathje²,

Svendsen³

et al. 2021

NyS

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I forlængelse af tidligere undersøgelser af nyindskrevne studerendes tekster, der viser, at de studerende laver forholdsvis mange fejl på det formelle niveau (dvs. tegnsætning, ortografi og grammatik), beskriver nærværende artikel et eksperiment, der har til formål at undersøge, hvad nyindskrevne studerende retter – og ikke retter – når de bliver instrueret i at læse korrektur på deres tekster. Vores konklusion er, at de studerende på et overordnet niveau kun får udryddet en mindre del af deres fejl, dels fordi kun en del af disse adresseres i korrekturprocessen, dels fordi korrekte former i nogle tilfælde rettes til ukorrekte, og dels fordi de studerende i nogle tilfælde tilføjer ny tekst, der indeholder nye fejl. Ift. hvilke sproglige niveauer der rettes med succes og det modsatte, viser undersøgelsen, at det især er fejl på tegnsætnings- og ortografiniveau, der er problematiske: Her rettes der forholdsmæssigt sjældent, og hvis der gør, er det ofte med nye fejl til følge. Modsat forekommer leksikalske og syntaktiske fejl forholdsvis sjældent, mens disse rettes relativt ofte. Resultaterne peger dermed på, at nogle fejltyper relativt nemt identificeres og korrigeres gennem korrekturlæsning, mens andre udgør større problemer og må adresseres mere målrettet i undervisningen. EMNEORD: sproglige fejl, ortografi, tegnsætning, korrekturlæsning

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Section: Indledningunclassified

Section: Dataunclassified

“…Overordnet set er der tale om de samme fejltyper i denne artikels data som i tidligere undersøgelser af lignende data (Blom et al 2017 og Rathje 2019).…”

Section: Fejl I Tekstversion Aunclassified

unclassified

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Hvad retter de? Nyindskrevne studerendes revision af universitetsopgaver

Holsting¹,

Rathje²,

Svendsen³

et al. 2021

NyS

Self Cite

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Minimizing Knowledge Scepticism – Resourcing Students through Media and Information Literacy

Drotner¹

2020

European Review

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Globally connected and commodified digital means of communication offer a wealth of information across age-bands and across formal and informal sites of learning, yet few students obtain systematic training in transforming this information to knowledge that is tailored to their level of understanding and to the settings of learning. This gap between access to unsorted and often unsolicited information across boundaries of space, learning and generation and training in the formation of valid knowledge poses a threat to democratic societies that are based on informed citizens’ joint debate and decision-making. This article addresses the gap between students’ information access and their knowledge formation and discusses the challenges and possible solutions with empirical focus on the transition between upper-secondary and tertiary education. Globally connected social network sites (‘social media’) are key information sources for many students. Owing to their commodified, algorithmic and non-transparent character, these sites offer little guidance in terms of validation and verification of claims. I propose Media and Information Literacy (MIL) as an important means of minimizing the gap between information access and sound knowledge formation. This is because MIL goes beyond training of access to digital technologies and information search and retrieval. It also trains skills in applying communication technologies for validation, critique and knowledge production. I discuss the challenges posed to education to apply (MIL) as a key pathway to minimizing the gap in order to advance public value and societal resilience and suggest that educational systems shift their focus from teaching to learning in tandem with more inclusive approaches to where learning takes place.

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Challenges for non-English speakers: inter- and intralingual factors shaping the writing of Ukrainian authors in biologial sciences

Kozolup,

Patiyevych,

Kryzhanivska

et al. 2023

Biol. Stud.

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Background. Nowadays, almost all indexed journals expect submissions in English, which is a great challenge for exophonic authors. Code-switching context, where cross-language effects, especially native language interference, are well distinct, is critical for approaching the dilemma. Navigating the complicated issues of language-related challenges will be impossible without referring to three crucial levels of written production: lexical, syntactic, and textual. In our investigation, we address the nature of potential errors and their inter- and intralingual origins. In particular, we identify and interpret the deviations from Standard English in scholarly research writing of Ukrainian authors in the field of life sciences, exemplify and classify errors into categories based on the type of language misuse. Materials and Methods. Language material for the study comprised 50 manuscripts submitted by authors from Ukraine to the journal “Studia Biologica”. This research is a mixed-method study encompassing descriptive qualitative and descriptive quantitative methods. Content analysis was employed as the data gathering technique. The analysis of texts was focused on tracing deviations from consistent principles and rules of Standard English and linguistic features of English research discourse and encompassed such steps as highlighting the error, cross-checking and stating the deviation, listing and classifying the errors, and tracing a possible connection of the error to authors’ first language interference. Results. The study identified language areas where Ukrainian authors fail to effectively communicate their ideas to the global academic community. At the textual level, the problem areas encompass defective paragraph structure and excessive verbosity. At the syntactic level, the most critical deviations from the language and stylistic norm comprised misuses of word order and clauses, wordy and confusing sentences with multiple issues that hinder the readability of text. The most widespread grammatical mistakes include missing predicates, faulty subject-verb agreement, incorrect forms of the verb, and inappropriate use of articles, pronouns, demonstratives and quantifiers. At the lexical level, the prevalent errors relate to various types of loan translation, but also include improper word choices and poor vocabulary. Orthographic mistakes, though in minority, refer to the spelling of toponyms, capitalisation, switching from American to British orthographic standards and other random spelling errors. Conclusions. An insight into the nature of the analysed deviations suggests the presence of both intra- and interlingual factors that cause mistakes in papers submitted for publication in the field of life sciences. The error analysis can be beneficial in the educational process for both educators and practitioners. Proper understanding of the functional mechanism of the mistakes might increase the awareness of the potential pitfalls and consequently help avoid them. The classification of errors can be adopted in the educational process and contribute to the development of error pedagogy.

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Linguistic Deviations in the Written Academic Register of Danish University Students

Cited by 6 publications

References 4 publications

Hvad retter de? Nyindskrevne studerendes revision af universitetsopgaver

Hvad retter de? Nyindskrevne studerendes revision af universitetsopgaver

Minimizing Knowledge Scepticism – Resourcing Students through Media and Information Literacy

Challenges for non-English speakers: inter- and intralingual factors shaping the writing of Ukrainian authors in biologial sciences

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