Use of Signaling Nouns in Published and Korean Student Academic Writing in Applied Linguistics
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초록
The present study investigates the use of signaling nouns (SNs) in published andKorean graduate student academic writing in applied linguistics. A set of 35 nouns wasexamined for their frequency as SNs, while the six most frequent SNs in publishedwriting were subjected to detailed analyses of realization patterns. The results indicatedthat the nouns function as SNs in fifteen percent of the time of their total use and thatstudents overall used a greater number of SNs than did published authors. Despiteconsiderable overlap in the most frequent SNs, there was evidence that students rely ona narrower range of SNs than published writers. Published authors were differentiatedfrom students in employing more anaphoric SNs, which contributed to cohesivenessand organization of text through the effective encapsulation of the preceding stretch ofdiscourse. This study challenges the previous claim that the frequency of SNspositively correlates with the writing proficiency. Some pedagogical implications aredrawn for academic writing instruction.
Abstract
The present study investigates the use of signaling nouns (SNs) in published andKorean graduate student academic writing in applied linguistics. A set of 35 nouns wasexamined for their frequency as SNs, while the six most frequent SNs in publishedwriting were subjected to detailed analyses of realization patterns. The results indicatedthat the nouns function as SNs in fifteen percent of the time of their total use and thatstudents overall used a greater number of SNs than did published authors. Despiteconsiderable overlap in the most frequent SNs, there was evidence that students rely ona narrower range of SNs than published writers. Published authors were differentiatedfrom students in employing more anaphoric SNs, which contributed to cohesivenessand organization of text through the effective encapsulation of the preceding stretch ofdiscourse. This study challenges the previous claim that the frequency of SNspositively correlates with the writing proficiency. Some pedagogical implications aredrawn for academic writing instruction.
참고문헌 (33)
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