Reporting research in applied linguistics: The role of nativeness and expertise

Martı, Leyla; Yilmaz, Selahattin; Bayyurt, Yasemin

doi:10.1016/j.jeap.2019.05.005

Cited by 17 publications

(8 citation statements)

References 30 publications

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“…In a comparison of a learner corpus of academic essays written by first-year undergraduate students and a reference corpus of published research articles in the same disciplines, Liardét and Black (2019) revealed that novice writers on average used fewer reporting verbs than expert writers. This finding is supported by Marti et al (2019) comparative study on reporting verbs. Furthermore, as shown in Liardét and Black (2019), compared to the reporting verbs in learners' essays, a larger proportion of the reporting verbs used by experts are used to convey writers' evaluative stance.…”

Section: Citation Practices In Academic Writingsupporting

confidence: 70%

Developing literature review writing and citation practices through an online writing tutorial series: Corpus-based evidence

Makarova²,

Wang³

2023

Front. Commun.

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Writing a literature review (LR) in English can be a daunting task for non-native English-speaking graduate students due to the complexities of this academic genre. To help graduate students raise genre awareness and develop LR writing skills, a five-unit online tutorial series was designed and implemented at a large university in Canada. The tutorial focuses on the following features of the LR genre: logical structure, academic vocabulary, syntax, as well as citation practices. Each tutorial unit includes an interactive e-book with explanations, examples, quizzes, and an individual or collaborative LR writing assignment. Twenty-nine non-native English-speaking graduate students from various institutions participated in the tutorials and completed five writing tasks. This study reports on their developmental trajectories in writing performance in terms of cohesion, lexical features, syntactic features, and citation practices as shown in three individual writing tasks. Corpus-based analyses indicate that noticeable, often non-linear, changes are observed in several features (e.g., use of connectives, range and frequency of academic vocabulary) across the participants' writing samples. Meanwhile, citation analysis shows a steady increase in the use of integral citations in the participants' writing samples, as measured with occurrence by the number of sentences, along with a more diverse use of reporting verbs and hedges in their final writing samples. Pedagogical implications are discussed.

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Section: Citation Practices In Academic Writingsupporting

confidence: 70%

Developing literature review writing and citation practices through an online writing tutorial series: Corpus-based evidence

Makarova²,

Wang³

2023

Front. Commun.

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“…In addition, the present study reveals that there are significant differences in the use of subcategories of reporting verbs by non-native novice writers and experts. It can be confirmed in the study of Marti, Yilmaz and Bayyurt (2019). Marti and his companies investigated the differences between native and non-native writers in their reporting practices, which suggests that professional knowledge is an important factor in differences of academic writing.…”

Section: Similarities and Differences In Ttr And Types Of Reporting V...mentioning

confidence: 76%

A Comparative Study of Reporting Verbs in Non-Native Ma Theses and International Journal Articles

Hu,

2023

JFS

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Using reporting verbs effectively in academic writing is an essential academic skill and a prominent learning activity to present previous research outcomes. But it seems to have been a problem for non-native graduate students for many years. Non-native learners often use reporting verbs inappropriately. To raise graduate students’ awareness of using reporting verbs, this study compares the frequency, types, and tenses of reporting verbs in the literature review section of 25 MA theses written in English by Chinese graduate students, and 45 articles from 5 prestigious international journals in the field of linguistics. The findings demonstrate the similarities and differences in the use of reporting verbs by Chinese graduate students majoring in English and international experts in the field of linguistics. The two groups of writers use discourse, research, and cognition reporting verbs in a descending order of frequency. Chinese graduate students use a larger number but fewer types of reporting verbs. Experienced researchers demonstrate greater proficiency in using reporting verbs than graduate students who are considered novice researchers. The comparison also reveals that the two groups of writers show a similar tendency in using verb tenses to report information, namely, using simple present tense and past tense frequently, and using the present perfect tense infrequently. Via the analysis, suggestions for novices and pedagogical implications are provided.

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“…Friginal (2013) compared the L1 upper-level college writers and the professional writers in forestry and found that students used more Show and Think verbs and fewer Argue verbs than professionals did. Marti et al (2019) set out to explore differences by levels of expertise (expert/novice) and nativeness (L1 English/Turkish) in applied linguistics, and reported that both native and non-native expert writers show little variation in their reporting practices yet remarkable variation ("discursively hybrid") was found between non-native novice writers and the other groups (p.98). These studies pointed out several key variables in RV usage patterns, including disciplinary diversity, levels of expertise as well as native/non-native disagreement.…”

Section: A Semantic Categorization Of Rvsmentioning

confidence: 99%

“…Relevant investigations have been pursued into the inclusion of RVs in academic writing mostly in terms of semantic categorization or evaluation (Kwon et al, 2018;Uba, 2019), syntactic patterns (Jarkovská & Kučírková, 2021;Shaw, 1992), types and functions by different populations (Liardé t & Black, 2019; Marti et al, 2019;Thompson & Ye, 1991;Yeganeh & Boghayeri, 2015) as well as disciplinary differences (Hyland & Jiang, 2019;Jarkovská & Kučírková, 2021;Uba, 2019). All have provided valuable insights into the understanding of citation practice in scholarly writing.…”

Section: Introductionmentioning

confidence: 99%

A Corpus-Based Study on the Semantic Use of Reporting Verbs in English Majors’ Undergraduate Thesis Writing

Huang¹

2022

jltr

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This study aims to add further pedagogical knowledge on students’ academic writing by investigating the semantic patterns of reporting verbs (RVs) in L1 Chinese undergraduate English majors’ theses in a southern Chinese university based on the semantic categories by Hunston et al. (1996) and Charles (2006a). A comparative analysis was conducted across L2 and L1 students’ academic writing in the discipline of applied linguistics. The study yielded two major findings: 1) there was a significantly insufficient employment of RVs in general, particularly among three categories (Argue, Show, Find) by L2 students, who also presented a strong reliance on argumentation by intuition; 2) L2 students illustrated a restricted vocabulary repertoire of colloquial RVs and their usage of RVs was misrepresented in context, diverging from the intended rhetorical functions. These findings indicate that evidence-based argumentative writing practice and targeted lexical and rhetorical instructions on vocabulary knowledge require further promotion in L2 English learners’ academic writing training.

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Reporting research in applied linguistics: The role of nativeness and expertise

Cited by 17 publications

References 30 publications

Developing literature review writing and citation practices through an online writing tutorial series: Corpus-based evidence

Developing literature review writing and citation practices through an online writing tutorial series: Corpus-based evidence

A Comparative Study of Reporting Verbs in Non-Native Ma Theses and International Journal Articles

A Corpus-Based Study on the Semantic Use of Reporting Verbs in English Majors’ Undergraduate Thesis Writing

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