Compression and Implicitness through Dependent Phrases in Academic ESL Writing by Filipino Researchers across Disciplines

Autor/inn/en	Hernandez, Hjalmar Punla; Genuino, Cecilia F.
Titel	Compression and Implicitness through Dependent Phrases in Academic ESL Writing by Filipino Researchers across Disciplines
Quelle	In: LEARN Journal: Language Education and Acquisition Research Network, 15 (2022) 2, S.546-577 (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2630-0672
Schlagwörter	English for Academic Purposes; Second Language Learning; Second Language Instruction; Phrase Structure; Teaching Methods; Foreign Countries; Research Reports; Grammar; Writing (Composition); Researchers; Curriculum Design; Psychology; Discourse Analysis; Nouns; Language Usage; Word Frequency; Journal Articles; Periodicals; Communications; Form Classes (Languages); Writing Instruction; Writing for Publication; Philippines + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Phrasenstruktur; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Research report; Forschungsbericht; Grammatik; Schreibübung; Researcher; Forscher; Lehrplangestaltung; Psychologie; Diskursanalyse; Sprachgebrauch; Word analysis; Frequency; Wortanalyse; Häufigkeit; Journal article; Zeitschriftenaufsatz; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Nachrichtenwesen; Analytischer Sprachbau; Schreibunterricht; Philippinen
Abstract	Grammatical compression and implicitness have been proven as characteristics of academic writing (Biber & Gray, 2010, 2016), but they are an underexplored area of research particularly in academic ESL (English as a second language) writing. In this study, we explored the dependent phrases that most and least characterize academic ESL writing by cross-analyzing 42 published research articles (RAs) authored by Filipino researchers (FRs) in Curriculum and Instruction, Communication, and Psychology using Biber et al.'s (1999, 2021) framework. Salient findings showed that attributive adjectives, nominal prepositional phrases, and noun premodifiers had the highest frequencies of use, thus most characterizing academic ESL writing across disciplines. In contrast, prepositional phrases as adverbials and appositive noun phrases as noun postmodifiers had the lowest occurrences, hence least characterizing academic ESL writing. We argue that academic ESL writing regardless of its discipline is highly packed with dense information by the three most common nominal modifiers. Our study has applied implications for teaching academic writing, assessing academic writing, and publishing academic research. (As Provided).
Anmerkungen	Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01