Grammatical Metaphor in Academic Writing: Focusing on Nominalization and Verbalization
1
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
This paper explores the distribution of nominalization and verbalization, the most common forms of ideational grammatical metaphor, in research papers by domestic and international scholars, focusing on disciplinary variation and L1 and L2 differences. An analysis of a two-million word corpus revealed that the discourse of hard sciences differed from that of soft sciences in the frequency of nouns and verbalizations, but not of nominalizations. This pattern, together with high tokens of nominalizations in L1 political science texts is consistent with the view that nominalization is no longer discipline sensitive. L1 and L2 differences were found with the use of verbalizations, and the high frequency of nominalizations in L2 political science articles. Inefficient control of assertiveness was speculated as a possible cause of this pattern. The importance of grammatical metaphor in academic texts necessitates a focus on its diverse forms and functions in L2 instruction.
Abstract
This paper explores the distribution of nominalization and verbalization, the most common forms of ideational grammatical metaphor, in research papers by domestic and international scholars, focusing on disciplinary variation and L1 and L2 differences. An analysis of a two-million word corpus revealed that the discourse of hard sciences differed from that of soft sciences in the frequency of nouns and verbalizations, but not of nominalizations. This pattern, together with high tokens of nominalizations in L1 political science texts is consistent with the view that nominalization is no longer discipline sensitive. L1 and L2 differences were found with the use of verbalizations, and the high frequency of nominalizations in L2 political science articles. Inefficient control of assertiveness was speculated as a possible cause of this pattern. The importance of grammatical metaphor in academic texts necessitates a focus on its diverse forms and functions in L2 instruction.
참고문헌 (36)
- Airey, John, "Science, Language, and Literacy: Case Studies of Learning in Swedish University Physics", Ph.D., pp.2009
- Banks, David, "On the Historical Origins of Nominalized Process in Scientific Text", English for Specific Purposes, 24, pp.347~357 (2005)
- Baratte, Alexander, "Nominalization Development across an Undergraduate Academic Degree Program", Journal of Pragmatics, 42, pp.1017~1036 (2010)
- Biber, Douglas, "Challenging Stereotypes about Academic Writing: Complexity, Elaboration, Explicitness", Journal of English for Academic Purposes, 9, pp.2~20 (2010)
- Biber, Douglas, "The Verb Phrase in English: Investigating Recent Language Change with Corpora", pp.99~132 (2013), Oxford University Press
- Biber, Douglas, "Longman Grammar of Spoken and Written English" (1999), Longman
- Chafe, Wallace, "Comprehending Oral and Written Language", pp.47~73 (1987), Routledge
- Christie, Frances, "Developing Advanced Literacy in First and Second Languages: Meaning with Power", pp.45~66 (2002), Routledge
- Colombi, Cecilia, "Developing Advanced Literacy in First and Second Languages: Meaning with Power", pp.67~86 (2002), Routledge
- Cummins, Jim, "Bilingualism and Minority Children" (1981), Ontario Institute for Studies in Education
- Devo Y Devrim, "Grammatical metaphor: What do we mean? What exactly are we researching?", Functional Linguistics, 2(1) (2015), Springer Science and Business Media LLC[DOI]
- Fillmore, Wang, "Understanding Language: Commissioned Papers on Language and Literacy Issues in the Common Core State Standards and Next Generation Science Standards", pp.63~74 (2012)
- Galve, Ignacio Guillen, "The Textual Interplay of Grammatical Metaphor on the Nominalizations Occurring in Written Medical English", Journal of Pragmatics, 30, pp.363~385 (1998)
- Gray, Bethany, "Exploring Academic Writing through Corpus Linguistics: When Discipline Tells Only Part of the Story", Ph.D., pp.2011
- Gray, Bethany, "More than Discipline: Uncovering Multi-dimensional Patterns of Variation in Academic Research Articles", Corpora, 8, pp.153~181 (2013)
- Halliday, Michael, "Towards a Language-Based Theory of Learning", Linguistics and Education, 5, pp.93~116 (1993)
- Halliday, Michael, "Writing Science: Literacy and Discursive Power", pp.69~85 (1993), The Falmer Press
- Halliday, Michael, "The Language of Science" (2004), Continuum
- Halliday, Michael, "Writing Science: Literacy and Discoursive Power" (1993), The Falmer Press
- Halliday, Michael, "Construing Experience through Meaning: A Language-Based Approach to Cognition" (1999), Continuum
- Halliday, Michael, "An Introduction to Functional Grammar" (2014), Routledge
- Hartnett, Carolyn, "English Nominalization Paradoxes", Paper Presented at the Linguistic Association of the Southwest Conference (1998)
- He, Qingshun, "A Corpus-Based Study of The Correlation between Text Technicality and Ideational Metaphor in English", Lingua, 203, pp.51~65 (2018)
- Hyland, Ken, "Qualification and Certainty in L1 and L2 Students' Writing", Journal of Second Language Writing, 6, pp.183~205 (1997)
- Liardét, Cassi, "Grammatical Metaphor: Distinguishing Success", Journal of English for Academic Purposes, 22, pp.109~118 (2016)
- Liardét, Cassi, "Nominalization and Grammatical Metaphor: Elaborating the Theory", English for Specific Purposes, 44, pp.16~29 (2016)
- Martin, James Robert, "Writing Science: Literacy and Discursive Power", pp.221~267 (1993), The Falmer Press
- 문영숙, "An Exploration of Grammatical Metaphor in Korean EFL Writers’ Texts", Foreign Languages Education, 21(3), pp.51~72 (2014), 한국외국어교육학회[DOI]
- Nagy, William, "Words as Tools: Learning Academic Vocabulary as Language Acquisition", Reading Research Quarterly, 47, pp.91~108 (2012)
- 오선영, "A Corpus-based Study of Epistemic Modalityin Korean College Students’ Writings in English", 영어교육, 62(2), pp.147~175 (2007), 한국영어교육학회[DOI]
- Ryshina-Pankova, Marianna, "A Meaning-based Approach to the Study of Complexity in L2 Writing: The Case of Grammatical Metaphor", Journal of Second Language Writing, 29, pp.51~63 (2015)
- Schleppegrell, Mary, "Linguistic Features of the Language of Schooling", Linguistics and Education, 12, pp.431~459 (2001)
- Snow, Catherine, "Academic Language and the Challenge of Reading for Learning about Science", Science, 328(5977), pp.450~452 (2010)[DOI]
- Taverniers, Miriam, "Grammatical Metaphor: Views from Systemic Functional Linguistics", pp.5~33 (2003), John Benjamins
- 윤충일, "Nominalization in Korean EFL Learners’ Argumentative Writing: A Comparative Study of Distribution and Use", 신영어영문학, (69), pp.249~274 (2018), 신영어영문학회[DOI]
- Zwiers, Jeff, "Common Core Standards in Diverse Classrooms: Essential Practices for Developing Academic Language and Disciplinary Literacy" (2014), Stenhouse