Clausal Complexity of Expert and Student Writing: A Corpus-Based Analysis of Papers in Social Sciences

Autor/in	Smirnova, Elizaveta
Titel	Clausal Complexity of Expert and Student Writing: A Corpus-Based Analysis of Papers in Social Sciences
Quelle	In: Language Learning in Higher Education, 12 (2022) 2, S.453-475 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smirnova, Elizaveta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2022-2052
Schlagwörter	Phrase Structure; Writing (Composition); Syntax; English for Academic Purposes; Second Language Learning; Second Language Instruction; Computational Linguistics; Teaching Methods; Writing Instruction; Instructional Design; Journal Articles; Management Development; Economics Education; Comparative Analysis; Undergraduate Students; Research Papers (Students); Grammar; Language Proficiency + Suchen Sie Ihr Suchwort? Phrasenstruktur; Schreibübung; Zweitsprachenerwerb; Fremdsprachenunterricht; Linguistics; Computerlinguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Journal article; Zeitschriftenaufsatz; Wirtschaftskunde; Grammatik; Language skill; Language skills; Sprachkompetenz
Abstract	Syntactic complexity has been extensively approached in the fields of corpus linguistics and academic discourse studies. However, works focusing on disciplinary variation in terms of linguistic complexity and comparison of professional and novice academic writing are scarce. Addressing these issues is likely to have important implications for EAP/ESP practitioners in terms of selection of target structures and learning material design. This study is a corpus analysis of the use of clausal complexity features in two social sciences, management and economics. The research is based on two kinds of corpora: expert corpora which comprise articles published in peer-reviewed journals, and learner corpora of L2 undergraduate students' research papers. This work aims at answering two questions: Do clausal complexity features vary in the texts in management and economics? What are the differences in syntactic use between the academic texts written by professional authors and learner writing? The data showed that economists and managers tend to use the structures under consideration with significantly different frequencies. The professional writing was found to demonstrate more signs of clausal complexity than the learners' texts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01