Manipulating texture and cohesion in academic writing: A keystroke logging study

Bowen, Neil Evan Jon Anthony; Thomas, Nathan

doi:10.1016/j.jslw.2020.100773

Cited by 15 publications

(14 citation statements)

References 29 publications

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“…At the clausal level, scientific phenomena are construed dynamically, represented as implicational or expectant outcomes that can be cyclical, culminative, or unending, and related to other fields of activity in terms of interdependency relations such as extending, enhancing, or elaborating [26]. Adding to this complexity is the fact that combining these meanings into cohesive, coherent texts in writing calls upon a number of highly developed mechanisms [27]. Hence, to master scientific knowledge, EMI students need to be able to both understand and manipulate intricate epistemological constellations of meaning [28]-and do so in a language that is not their L1.…”

Section: The Language Of Emi Science Classroomsmentioning

confidence: 99%

Questioning the Sustainability of English-Medium Instruction Policy in Science Classrooms: Teachers’ and Students’ Experiences at a Hong Kong Secondary School

2022

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Teaching science through English as a medium of instruction (EMI) is a growing phenomenon around the world. In Hong Kong, this was realised on a large scale in 2010, with the implementation of a “fine-tuning” compulsory language policy. This allowed Chinese-medium schools to adopt EMI fully. Yet, despite such rapid and widespread adoption, an adequate understanding of key stakeholders’ experiences in relation to their perceptions of what constitutes effective EMI science education remains scarce. Thus, we question the sustainability of EMI programs that are driven by top-down policy. In this case study, we explore the perspectives and experiences of six EMI science teachers and thirteen of their students as their secondary school transitions from partial to full EMI. From in-depth interviews (complemented by classroom observations), findings reveal that the transition to full EMI has presented challenges that appear to hinder students’ development of scientific knowledge and the language of science in English. This directly counters the primary goal of the fine-tuning policy. Nevertheless, findings also illuminate a number of coping strategies teachers and students use to deal with their changing curricula. Overall, we offer insights into this under-researched context of transitioning EMI programs and provide recommendations for future research and practice.

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Section: The Language Of Emi Science Classroomsmentioning

confidence: 99%

Questioning the Sustainability of English-Medium Instruction Policy in Science Classrooms: Teachers’ and Students’ Experiences at a Hong Kong Secondary School

2022

Self Cite

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“…The essays analysed in these studies were written on computers without access to the Internet. Bowen and Thomas (2020) investigated in real time how L1 and L2 students developed clauses, added information, and used lexis to refer backward and forward across the paragraphs. The participants were three L1 and three L2 students (Chinese) at a British university, the latter scoring intermediate points on the International English Language Testing System.…”

Section: Cohesion-building In the Writing Processmentioning

confidence: 99%

Cohesion in Finnish EFL essays

Niitemaa

2022

EduLingua

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The study investigated cohesion in Finnish upper-secondary school EFL learners’ essays (N=46). Cohesive devices were digitally identified using TAACO 2.0.4, and robust correlations were run to examine how the devices related to human-rated holistic essay quality. The analyses found that the two most important predictors of writing quality were the use of modifying adverbs and adverbials as referential devices across paragraphs, and a wide array of connectives to organise the text. Further, the writing sessions were video-recorded to examine the role of consulting digital sources in cohesionbuilding. The recorded data suggested that consulting online dictionaries and informational pages assisted cohesion-building if the writer possessed adequate vocabulary knowledge and computer skills and knew how to exploit the sources efficiently. Pedagogically, the findings indicated that learners need more instruction and practice not only on writing cohesive texts but also on how to search for information and lexis effectively.

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“…The outer context of the text is the context of culture, while the inner one is the context of the situation. Moreover, the relationship between text and context, as explained by (Bowen & Thomas, 2020;Butt et al, 2012;Halliday et al, 2014), context is decide whether to render the translation as an equivalent expression, paraphrase, or as literal equivalent (Heriwati, 2018;Sjørup, 2011).…”

Section: Target Expressionmentioning

confidence: 99%

Experiential Meaning Breadth Variations of the English-Bahasa Indonesia Alice in Wonderland Movie Texts

Perdana

Fajaruddin

Kiswaga³

et al. 2021

scr. j. j. linguist. engl. teach.

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Research on experiential meaning breadth of bilingual analysis is rarely performed. The research aims at describing (1) the experiential meaning breadth variations of Alice in Wonderland English- Bahasa Indonesia movie texts, (2) the contextual factors that motivate the occurrence of meaning and realization variations, and (3) the contextual effects of the meaning and realization variations in question on the context in reference to the target readers of the texts. The research used descriptive qualitative approach to make the interpretation and the research findings. The data were taken from Alice in Wonderland (2010) movie texts then measured and validated in terms of quantitative research then analyzed through several steps: classifying the data into realized and unrealized expressions, classifying the data into the categories or degrees of variations, classifying the higher degree of each clause compared, giving number of clauses and their process type, contrasting each analysis result, and drawing conclusions. Research results indicate that the most prominent degree of experiential meaning breadth variations falls into the “lowest” category of variation with 57.54%. This means that the Target Text is closely related to the Source Text and/ or the translator of Target Text applied source- based translation as regards experiential meaning breadth complexity. It is also strengthened by the average degree in each of the analysis falling in “very low” category. The contextual factors that motivate the occurrence of the variations consist of inter- textual and situational context (field, mode, and tenor). The contextual effects in reference to the target readers are related to two aspects; the readability and the purpose of creating the texts. The Target Text is readable for the target readers of the text, target readers feel entertained by interpreting the text. The purpose for creating the Target Texts is for education and gives effects for the target readers to enrich their vocabularies and improve their English skills.

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Manipulating texture and cohesion in academic writing: A keystroke logging study

Cited by 15 publications

References 29 publications

Questioning the Sustainability of English-Medium Instruction Policy in Science Classrooms: Teachers’ and Students’ Experiences at a Hong Kong Secondary School

Questioning the Sustainability of English-Medium Instruction Policy in Science Classrooms: Teachers’ and Students’ Experiences at a Hong Kong Secondary School

Cohesion in Finnish EFL essays

Experiential Meaning Breadth Variations of the English-Bahasa Indonesia Alice in Wonderland Movie Texts

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