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Autor/inn/en | McCarthy, Philip M.; Kaddoura, Noor W.; Ahmed, Khawlah; Buck, Rachel Hall; Thomas, Anuja M.; Al-harthy, Ayah; Duran, Nicholas D. |
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Titel | Metadiscourse and Counterargument Integration in Student Argumentative Papers |
Quelle | In: English Language Teaching, 14 (2021) 6, S.96-113 (18 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1916-4742 |
Schlagwörter | Second Language Learning; Second Language Instruction; English (Second Language); Writing (Composition); Persuasive Discourse; Teaching Methods; Academic Language; Writing Instruction; Phrase Structure; Native Language; Intercultural Communication; Essays; Computational Linguistics; Writing Evaluation; Accuracy; Instructional Effectiveness Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibübung; Persuasion; Persuasive Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibunterricht; Phrasenstruktur; Interkulturelle Kommunikation; Essay; Aufsatzunterricht; Linguistics; Computerlinguistik; Unterrichtserfolg |
Abstract | Incorporating counterarguments can be challenging for many student-writers, including those for whom English is a second or other language. In this study, we present findings that may lead to improvements in students' understanding of the benefits of integrating counterarguments. In our study, expert readers were presented with excerpts of student academic writing in order to assess the degree to which counterarguments could be identified through student deployment of metadiscoursal features. The results suggest that student-writers deploy metadiscoursal features with insufficient frequency and consistency. The results further suggest that when metadiscoursal features are used in counterarguments, their deployment is largely restricted to the sentence-initial position. The study also considers the pedagogical and technological issues associated with the findings. (As Provided). |
Anmerkungen | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |