Research Article
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Informality in Applied Linguistics Research Articles: Comparing Native and Non-Native Writings

Year 2018, Volume: 4 Issue: 2, 349 - 373, 26.09.2018
https://doi.org/10.32601/ejal.464196

Abstract



















This quantitative-qualitative
study aimed to fathom out whether and how informal features are exploited in
articles of applied linguistics written in English by natives and non-natives.
To this end, a corpus of 200 articles was compiled. We employed the
classification of informal features proposed by Chang and Swales (1999)
representing 10 informal features in academic writing. The AntConc software was
used, along with manual search, to detect the informal features. The frequency,
percentages, and the density per 1000 words of each informal feature were
calculated. The results revealed that informal features are utilized more frequently
in native articles than non-native ones, with no significant differences in the
two corpora in terms of their most and least frequent informal features.
Sentence initial conjunctions are the most recurrent informal features,
while

exclamation marks
are employed the least frequently in
both native and non-native articles
. Implications for EAP courses are
delineated in the study as well.

References

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  • Hyland, K. (2002b). What do they mean? Questions in academic writing. Text-The Hague Then Amsterdam Then Berlin, 22(4), 529-558.
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Year 2018, Volume: 4 Issue: 2, 349 - 373, 26.09.2018
https://doi.org/10.32601/ejal.464196

Abstract

References

  • Adel, A. (2008). Metadiscourse across three varieties of English: American, British and advanced learner English. In U. Connor, E. Nagelhout, & W. V. Rozycki (Eds.), Contrastive rhetoric: Reaching to intercultural rhetoric (45-62). Amsterdam: Bemjamins.
  • Adel, A., & Erman, B. (2012). Recurrent word combinations in academic writing by native and non-native speakers of English: A lexical bundles approach. English for Specific Purposes, 31, 81-92.
  • Alipour, M. & Matouri, H. (2017). Comparative study of reflexive metadiscourse in applied linguistics research articles published in international journals and in Iranian national journals. ARTESOLESP E-Journal, 7(1), 15-28.
  • Anthony, L. (2011). AntConc3.4.3. http://www.laurenceanthony.net/software.html
  • Atai, M. R., & Asadnia, F. (2016). The prestigious world university on its homepage: The promotional academic genre of overview. Iranian Journal of Applied Linguistics, 19(1), 1-34.
  • Atkinson, D. (1999). Scientific discourse in sociohistorical context: The philosophical transactions of the Royal Society of London, 1675–1975. Mahwah, NJ: Lawrence Erlbaum.
  • Attarn, A. (2014). Study of metadiscourse in ESP articles: A comparison of English articles written by Iranian and English native speakers. International Journal of Learning, Teaching and Educational Research, 5(1), 63-71.
  • Aufa, F. (2014). Should native speaker norms be taken into account?: A perspective in teaching EIL. SELT, 11, 152-258.
  • Belcher, D. (2007). Seeking acceptance in an English-only research world. Journal of Second Language Writing, 16, 1–22.
  • Bennet, K. (2009). English academic style manuals: A survey. Journal of English for Academic Purposes, 8, 43-54.
  • Biber, D. (1988). Variation across speech and writing. Cambridge: Cambridge University Press.
  • Biber, D. (1995). Dimensions of register variation: A cross-linguistic comparison. Cambridge: Cambridge University Press.
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  • Blagojevic, S. (2004). Metadiscourse in academic prose: A contrastive study of academic articles written in English by English and Norwegian native speakers. Studies about Languages, 5, 60-67.
  • Brown, P., & Levinson, S. (1978). Politeness: Some universals in language usage. Cambridge: Cambridge University Press.
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  • Chafe, W. (1982). ‘Integration and involvement in speaking, writing, and oral literature’. In T. Deborah (Ed.), Spoken and written language: Exploring orality and literacy (pp. 35-54). Norwood, NJ: Ablex.
  • Chafe, W. (1986a). Evidentiality in English conversation and academic writing. Evidentiality: The linguistic coding of epistemology, 20, 261-272.
  • Chafe, W. (1986b). Writing in the perspective of speaking. In C. Cooper, & S. Greenbaum (Eds.), Studying writing: Linguistic approaches. London: Sage Publications.
  • Chang, Y.-Y., & Swales, J. (1999). Informal elements in English academic writing: Threats or opportunities for advanced non-native speakers?. In C. Candlin, & K. Hyland (Eds.), Writing: Texts, processes and practices (pp.145-167). London: Longman.
  • Chen, Y. H., & Baker, P. (2010). Lexical bundles in L1 and L2 academic writing. Language Learning and Technology, 14(2), 30–49.
  • Cobb, T. (2003). Analyzing later interlanguage with learner corpora: Quebec replications of three European studies. Canadian Modern Language Review, 59(3), 393-423.
  • Coffin, C., Curry, M., Goodman, S., Hewings, A., Lillis, T., & Swann, J. (2003). Teaching academic writing: A toolkit for higher education. London: Routledge.
  • Duff, P. A. (2015). Transnationalism, multilingualism, and identity. Annual Review of Applied Linguistics, 35, 57-80.
  • Durrant, P. (2013). Discipline and level specificity in university students’ written vocabulary. Applied linguistics, 35(3), 328-356.
  • Durrant, P., & Schmitt, N. (2009). To what extent do native and non-native writers make use of collocations? IRAL, 47, 157-177.
  • Erman, B. (2009). Formulaic language from a learner perspective: What the learner needs to know. In B. Corrigan, H. Quali, E. Moravcsik, & K. Wheatley (Eds.), Formulaic language (pp. 27–50). Amsterdam: John Benjamins.
  • Evenson, L. S., & Rygh, I. L. (1 988) Connecting L I and FL in discourse-level performance analysis. Papers and Studies in Contrastive Linguistics, 22, 133-1 78.
  • Faghih, E., & Rahimpour, S. (2009). Contrastive rhetoric of English and Persian written texts: Metadiscourse in applied linguistics research articles. Rice Working Papers in Linguistics, 1, 92-107.
  • Fairclough, N. (2001). Language and power. Essex: Longman.
  • Field, Y., & Yip, L M. O. (1992). A comparison of internal cohesive conjunction in the English essay writing of Cantonese speakers and native speakers of English. RELC Journal, 23(1), 15-28.
  • Florence, L. P. (2012). Advantages and disadvantages of native- and non-native Englishspeaking teachers: Students perceptions in Hong Kong. TESOL Quarterly, 46(2), 280- 305.
  • Foster, J. (2005). Effective writing skills for public relations. London: Kogan Page.
  • Flowerdew, L. (2001). The exploitation of small learner corpora in EAP materials design. In M. Ghadessy, A. Henry, & R. L. Roseberry (Eds.), Small corpus studies and ELT (pp. 363 379). Amsterdam: John Benjamins.
  • Ghafournia, N., & Afghari, A. (2013). Exploring the relationship between learning strategies, academic disciplines, and reading comprehension test performance. Iranian Journal of Applied Linguistics, 16(2), 21-51.
  • Granger, S., & Tribble, C. (1998). Learner corpus data in the foreign language classroom: Form-focused instruction and data-driven learning. In S. Granger (Ed.), Learner English on computer (pp. 199–211). London: Longman.
  • Geisler, C., Kaufer, D. S., & Steinberg, E. R. (1985). The unattended anaphoric ‘This’: When should writers use it? Written Communication, 2, 129-155.
  • Gilbert, G. N., & Mulkay, M. (1984). Opening Pandora's box: A sociological analysis of scientists' discourse. Cambridge: Cambridge University Press.
  • Halliday, M. A. K. (1985). Spoken and written language. Oxford: Oxford University Press.
  • Hardie, A. (2014). Log Ratio: An informal introduction. Retrieved from http://cass.lancs.ac.uk/?p=1133
  • Harding, L. (2014). Towards a theory of diagnosis in second and foreign language assessment: Insights from professional practice across diverse fields. Applied Linguistics, 36(2), 236-260.
  • Heylighen, F., & Dewaele, J. M. (1999). Formality of language: Definition, measurement and behavioral determinants. Internal Report. Center “Leo Apostel”: Free University of Brussels.
  • Howarth, P. (1998). The phraseology of learners’ academic writing. In A. Cowie (Ed.), Phraseology (pp. 161–186). Oxford: Clarendon Press.
  • Hyland, K. (2001). ‘Bringing in the reader: Addressee features in academic articles,’ Written Communication, 18(4), 549–74.
  • Hyland, K. (2002a). Authority and invisibility: Authorial identity in academic writing. Journal of Pragmatics, 34, 1091–1112.
  • Hyland, K. (2002b). What do they mean? Questions in academic writing. Text-The Hague Then Amsterdam Then Berlin, 22(4), 529-558.
  • Hyland, K. (2004). Disciplinary discourses: Social interactions in academic writing. Ann Arbor, MI: University of Michigan Press.
  • Hyland, K. (2005). Stance and engagement: A model of interaction in academic discourse. Discourse Studies, 7(2), 173-191.
  • Hyland, K. (2009). English for professional academic purposes: Writing for scholarly publication. In D. A. Belcher, & A. Arbor (Eds.), English for specific purposes in theory and practice (pp. 83–105). MI, USA: University of Michigan Press.
  • Hyland, K. (2009). Constraint versus Creativity: identity in academic writing. In M. Gotti (Ed.) Commonality and Individuality in Academic Discourse (pp. 25-520). Frankfort: Peter Lang.
  • Hyland, K., & Anan, E. (2006). Teacher’s perceptions of error: The effects of first language and experience. System, 34, 509-519.
  • Hyland, K., & Jiang, F.K. (2017). Is academic writing becoming more informal?. English for Specific Purposes, 45, 40-51.
  • Hofstede, G. (1991). Cultures and organizations: software of the mind. London: McGraw-Hill.
  • Hundt, M., & Mair, C. (1999). “Agile” and “Uptight” genres: The corpus-based approach to language change in progress. International Journal of Corpus Linguistics, 4(2), 221-242.
  • Ivanic, R., & Camps, D. (2001). I am how I sound. Voice as self-representation in L2 writing. Journal of Second Language Writing, 10, 3–33.
  • Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press.
  • Jenkins, J. (2000). The spread of EIL: A testing time for testers. ELT Journal, 60(1), 42-50.
  • Jenkins, J. (2003). World Englishes: A resource book for students. Oxford: Oxford University Press.
  • Jenkins, J. (2011). Accommodating (to) ELF in the international university. Journal of Pragmatics, 43, 926–936.
  • Jiang, K., & Hyland, K. (2015). “The fact that”: Stance nouns in disciplinary writing. Discourse Studies, 17(5), 529-550.
  • Johnston, J. E., Berry, K. J., & Mielke, P. W. (2006). Measures of effect size for chi-squared and likelihood-ratio goodness-of-fit tests. Perceptual and Motor Skills, 103, 412-414.
  • Kahkesh, M., & Alipour, M. (2017). A comparative study of metadiscourse markers in English and Persian university lectures. Research in Applied Linguistics, 8, 125-135.
  • Kaplan, R. B. (1966). Cultural thought patterns in inter‐cultural education. Language learning, 16(1‐2), 1-20.
  • Keshavarz, M. H., Kheirich, Z. (2011). Metadiscourse elements in English research articles written by native English and nonnative Iranian writers in Applied Linguistics and Civil Engineering. Journal of English Studies. 1(3), 3-15.
  • Kuo, C. (1999). The use of personal pronouns: Role relationships in scientific journal articles. English for Specific Purposes, 18(2), 121–138.
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There are 99 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Mohammad Alipour This is me

Mona Nooreddinmoosa This is me

Publication Date September 26, 2018
Published in Issue Year 2018 Volume: 4 Issue: 2

Cite

APA Alipour, M., & Nooreddinmoosa, M. (2018). Informality in Applied Linguistics Research Articles: Comparing Native and Non-Native Writings. Eurasian Journal of Applied Linguistics, 4(2), 349-373. https://doi.org/10.32601/ejal.464196