Noun Phrase Complexity in Academic Writing: A Comparison of Research Proposals Written by Chinese EFL and Malaysian ESL Postgraduates

Autor/inn/en	Peng, Yao; Azmi, Nur Amalia Athifah Binti
Titel	Noun Phrase Complexity in Academic Writing: A Comparison of Research Proposals Written by Chinese EFL and Malaysian ESL Postgraduates
Quelle	In: English Language Teaching, 15 (2022) 5, S.77-83 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Phrase Structure; Academic Language; Writing (Composition); Native Language; Graduate Students; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Students; Form Classes (Languages); Language Usage; Nouns; Individualized Instruction; Research Proposals; Contrastive Linguistics; Malaysia + Suchen Sie Ihr Suchwort? Phrasenstruktur; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibübung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Analytischer Sprachbau; Sprachgebrauch; Individualisierender Unterricht; Forschungsgegenstand; Linguistics; Kontrastive Linguistik
Abstract	An increasing body of scholars have investigated noun phrase complexity in L2 English writing from varied perspectives, but few of them focus on the differences of the English writing produced by EFLs and ESLs. Thus, the study explored how three international postgraduates from China and three local Malaysian postgraduates in a top university of Malaysia differ in noun modification. The noun modifiers in their research proposals were coded, categorized, counted, and compared. Based on the findings, the EFLs used premodifiers more frequently than the other group, especially for attributive adjectives and nouns as premodifiers, while the ESLs made more frequent use of advanced postmodifiers, including prepositions other than 'of' as postmodifiers to express both concrete/locative meanings and abstract meanings, and multiple prepositional phrases with levels of embedding. The findings highlighted the need to implement explicit individualized instruction for the students with different L1 backgrounds but within the same classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01