Adolescents' Use of Academic Language in Informational Writing

Autor/inn/en	Fang, Zhihui; Park, Jungyoung
Titel	Adolescents' Use of Academic Language in Informational Writing
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 33 (2020) 1, S.97-119 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-019-09937-8
Schlagwörter	Language Usage; Academic Language; Literacy Education; Secondary School Students; Predictor Variables; Writing Skills; Writing (Composition); Grade 7; Grade 9; Science Instruction; Reports; Computational Linguistics; Picture Books; Middle School Students; High School Students; Correlation; Reading Ability + Suchen Sie Ihr Suchwort? Sprachgebrauch; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Sekundarschüler; Prädiktor; Writing skill; Schreibfertigkeit; Schreibübung; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Abschlussbericht; Berichten; Linguistics; Computerlinguistik; Picture book; Bilderbuch; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Korrelation; Reading competence; Lesekompetenz
Abstract	Academic language is a kind of social language for the purpose of schooling. It is central to disciplinary learning, thinking, and communication. This study examined adolescents' use of academic language in informational writing, a genre highly valued in school, workplace, and society. Ninety-three seventh and ninth grade students from a U.S. public school were asked to write a science report based on a "wordless" picture book about a familiar class of animals called crocodylia. The student writing corpus was coded for presence of a constellation of academic language features. Statistical analyses of these data showed that (a) the adolescents made limited use of academic language features in their writing, (b) there were no significant differences between the two grade levels in academic language use, (c) there was a significant relationship between reading ability and academic language use, and (d) academic language use was a significant predictor of writing quality. These findings highlight both the importance of and the need for more explicit attention to academic language in secondary literacy instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01