An Analysis of English Argumentative Essays Written by Japanese University Students Based on Four Analytical Frameworks to Identify Coherence Breaks :

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抄録

Numerous studies have investigated organizational patterns of English texts written by Japanese university students and their L1 interference in second language writing. There have been few studies, however, to clarify the nature of rhetorical anomalies, if not errors, observed in such texts and the reasons behind them. In order to identify these anomalies, this study investigated English argumentative essays written by two undergraduate students at different English proficiency levels. The analytical frameworks used for this study include 1) Structural-Functional Analysis, 2) Keywords-Chain Analysis, 3) Metadiscourse Markers (MDM) Mapping, and 4) Rhetorical Structure Theory (RST). The purpose of this study is two-fold: to test the viability of the above frameworks in the analysis of non-native English texts, and to identify rhetorical anomalies among students' English essays. Results demonstrated that the proposed analytical frameworks were useful although they need further refinements, and that there were three types of coherent breaks; namely, 1) irrelevant ideas, 2) insufficient information, and 3) incomprehensible content due to inappropriate word choice. By comparing the English essays with their Japanese counterparts, it was hypothesized that the differences in the basic logical frames between English and Japanese were partly responsible for the coherence breaks. Pedagogical implications of "writing bilingually" in second language writing will also be discussed.

Numerous studies have investigated organizational patterns of English texts written by Japanese university students and their L1 interference in second language writing. There have been few studies, however, to clarify the nature of rhetorical anomalies, if not errors, observed in such texts and the reasons behind them. In order to identify these anomalies, this study investigated English argumentative essays written by two undergraduate students at different English proficiency levels. The analytical frameworks used for this study include 1) Structural-Functional Analysis, 2) Keywords-Chain Analysis, 3) Metadiscourse Markers (MDM) Mapping, and 4) Rhetorical Structure Theory (RST). The purpose of this study is two-fold: to test the viability of the above frameworks in the analysis of non-native English texts, and to identify rhetorical anomalies among students' English essays. Results demonstrated that the proposed analytical frameworks were useful although they need further refinements, and that there were three types of coherent breaks; namely, 1) irrelevant ideas, 2) insufficient information, and 3) incomprehensible content due to inappropriate word choice. By comparing the English essays with their Japanese counterparts, it was hypothesized that the differences in the basic logical frames between English and Japanese were partly responsible for the coherence breaks. Pedagogical implications of "writing bilingually" in second language writing will also be discussed.

収録刊行物

  • JACET関西紀要 = JACET Kansai journal

    JACET関西紀要 = JACET Kansai journal (17), 93-112, 2015

    大学英語教育学会関西支部

各種コード

  • NII論文ID(NAID)
    110009934977
  • NII書誌ID(NCID)
    AA12398078
  • 本文言語コード
    ENG
  • 資料種別
    Journal Article
  • ISSN
    1880-2281
  • NDL 記事登録ID
    028174484
  • NDL 請求記号
    Z71-N519
  • データ提供元
    NDL  NII-ELS  IR  NDL-Digital 
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