The Use of Personal Pronouns in the Writing of Argumentative Essays by EFL Writers

Autor/in	MacIntyre, Robert
Titel	The Use of Personal Pronouns in the Writing of Argumentative Essays by EFL Writers
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 50 (2019) 1, S.6-19 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688217730139
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Form Classes (Languages); Academic Language; Writing (Composition); Essays; Persuasive Discourse; Teaching Methods; College Freshmen; Foreign Countries; Discourse Analysis; Longitudinal Studies; Case Studies; Research Papers (Students); Language Usage; Japan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Analytischer Sprachbau; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibübung; Essay; Aufsatzunterricht; Persuasion; Persuasive Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Studienanfänger; Ausland; Diskursanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Sprachgebrauch
Abstract	In many academic writing textbooks and style guides the use of personal pronouns is not encouraged. This is particularly problematic for non-native speakers of English trying to express themselves in a second language as, although personal pronouns are a clear signal of the writers' identity and presence in a text, they are usually advised not to use them. Therefore, in order to understand more about the use of personal pronouns by non-native speakers, this study examined a corpus of argumentative essays written by first-year Japanese university students. Whilst the use of personal pronouns has been well documented, there has been less written about how we, as educators, can help our learners understand how to use them to shape their identities as academic writers. Therefore, this article attempts to address this by suggesting a possible pedagogical approach to teaching the use of personal pronouns in academic writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01