Looking past limiting conditions: Prioritizing meaning in EAP

Marr, Jennifer Walsh; Mahmood, Fatimah

doi:10.1016/j.jeap.2021.100979

Cited by 3 publications

(1 citation statement)

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“…Besides, a large number of comparative researches keep appearing on the use of nominalizations to expose disciplinary differences and variations in academic discourses, for example, Jalilifar et al (2014Jalilifar et al ( , 2017, Gonzalez and Valeska (2019), Marr and Mahmood (2021), Ahmad (2012), He and Yang (2018), etc. There is a demonstration that nominalizations in academic discourses are not sensitive across disciplines, and some of the above studies indeed verified that there is no significant variation across disciplines on nominalization in scientific language (Jalilifar et al 2014, He and Yang 2018, and other studies revealed nominalization was designed with the universality and technicality without mentioning any disciplinary differences nominalization used (Ahmad 2012).…”

Section: Introductionmentioning

confidence: 99%

Exploring Nominalization in Academic Writing: A Comparative Study of Shipbuilding and Oceanography Engineering and Linguistics

Tian¹,

Zhang²

2023

AJP

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Nominalization, as a universal linguistic phenomenon, is widely used in academic discourse in various fields. In recent years, corpus-based approaches to nominalization have become increasingly prevalent, but nominalization involving academic discourse of Marine-related majors receives little attention. Therefore, this paper selects 108 academic discourse abstracts of Shipbuilding and Oceanography Engineering and 50 abstracts of Linguistics academic discourses, based on the definition of nominalization, the common form of ideational grammatical metaphor from Halliday and Zhu Yongsheng’s classification to achieve the analysis of nominalization. It explores the cross-disciplinary differences and frequency of different types of nominalizations and their functions in the selected abstracts. The results show that the common use of nominalizations and the most frequent type is “take process as thing” which shows a significant difference across the two disciplines, signifying disciplinary differences in academic writing. Besides, this paper finds the three most commonly used nominal patterns of each corpus. It provides a couple of possible reasons and elaborate explanations for the particular consequence, expecting that it can contribute to future research in this field and abstract writing in academic discourse. Keywords: nominalization, grammatical metaphor, academic writing, disciplinary differences and similarities

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Section: Introductionmentioning

confidence: 99%

Exploring Nominalization in Academic Writing: A Comparative Study of Shipbuilding and Oceanography Engineering and Linguistics

Tian¹,

Zhang²

2023

AJP

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Investigating Polish EHE teachers’ practices and beliefs. A survey-based analysis.

Gozdawa-Gołębiowski,

Foryś-Nogala,

Walenta

2024

Journal of English for Academic Purposes

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First-Year International Students and the Language of Indigenous Studies

Thieme,

Marr

2023

College Composition &Amp; Communication

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We advocate for the inclusion of Indigenous studies within first-year writing and academic English courses, particularly those taught to multilingual, international students. We argue that asking international students to learn about local and international Indigenous issues productively intersects with coursework in academic English. Our pedagogical approach emphasizes metalanguage and allows Indigenous studies and explicit language instruction to work in tandem, thereby recognizing the agency of Indigenous scholars and guiding non-Indigenous students in relation to it.

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Looking past limiting conditions: Prioritizing meaning in EAP

Cited by 3 publications

References 8 publications

Exploring Nominalization in Academic Writing: A Comparative Study of Shipbuilding and Oceanography Engineering and Linguistics

Exploring Nominalization in Academic Writing: A Comparative Study of Shipbuilding and Oceanography Engineering and Linguistics

Investigating Polish EHE teachers’ practices and beliefs. A survey-based analysis.

First-Year International Students and the Language of Indigenous Studies

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