Recounting and reflecting: The use of first person pronouns in Chinese, Greek and British students' assignments in engineering

Leedham, Maria; Fernández-Parra, María

doi:10.1016/j.jeap.2017.02.001

Cited by 18 publications

(5 citation statements)

References 26 publications

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“…However, in spite of the extensive examination of how authors use first-person pronouns across various disciplines and of how novice writers and published scholars employ this device differently (e.g., Hyland, 2001Hyland, , 2002Leedham & Fernandez-Parra, 2017), few studies have tapped into the extent to which one can use first-person pronoun with other linguistic devices to fine-tune the power of authorial identity, and the nuanced disciplinary disparity of discourse practice in the use of first-person pronoun.…”

Section: Introductionmentioning

confidence: 99%

Disciplinary Recognized Self-Presence: Self-Mention Used With Hedges and Boosters in PhD Students’ Research Writing

Wang

Zeng

2021

SAGE Open

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Despite the existing extensive research on stance markers such as hedges, boosters, and self-mention in academic writing, few studies, however, examined the co-occurrence of these stance markers to help authors project their identities in writing. In this study, we examine how self-mention with boosters and hedges are used by writers of different groups to manifest authorial presence and what functions they realize in research writing. Two self-compiled corpora were constructed to compare the discursive practice between Chinese PhD students and journal article writers from four disciplines in hard applied and hard pure science. In general, student writers use fewer self-mention with boosters but more self-mention with hedges than expert writers. An examination of the rhetorical functions of these devices shows that both expert and student writers employ most self-mention with boosters for presenting research findings, but students are more inclined to invest self-mention with boosters than expert writers when describing research procedures or elaborating arguments. Meanwhile, self-mention with hedges are mostly used for elaborating arguments, but compared with expert writers, students seem to overly obscure their presence in this function.

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Section: Introductionmentioning

confidence: 99%

Disciplinary Recognized Self-Presence: Self-Mention Used With Hedges and Boosters in PhD Students’ Research Writing

Wang

Zeng

2021

SAGE Open

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“…This minimization was influenced by the writing experience of the students and the writing curriculum of the university. Leedham and Fernandez-Parra (2017) conducted a study of undergraduate and graduate engineering students (Chinese, Greek, and British) at five different universities in the UK, employing data from the BAWE corpus. According to the study, the use of the first-person pronoun we in their writings was preferred by Chinese and Greek students, but the use of the first-person pronoun I was preferred by the English students.…”

Section: Discussionmentioning

confidence: 99%

The Use of Informal Language in Thesis Proposal: An Analysis of Efl University Students’ Writings

Dhandi,

Madjid

2022

ICONELT

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Informal languages are often used in ordinary and casual communication in both written and spoken forms, but it is inappropriate if individuals use informal language in academic writing. In some cases, students still use informal expressions in academic writing such as thesis proposals. This study identified the use of informal languages in students’ thesis proposals. Specifically, the study examined the elements of informality and types of informal languages that students frequently use when writing a thesis proposal. By using a qualitative method, this study analyzed 15 students’ thesis proposals. The findings found that there are seven elements of informality covering pronouns, conjunction, listing expressions, contraction, adverbs, segment fragment, and direct questions. The types of informal language that students frequently use are pronouns, conjunctions, and listing expressions. The findings further indicate that the use of informal language is not only at a morphological but also syntactic level.

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“…Learner corpus studies can be found ranging from lexis to discourse level (Granger et al, 2015). LCR using specialised or discipline-specific corpora have not been reported widely, however, there are some relevant studies that mark the use of learner corpora to study lexis, phraseology and pragmatics-discourse of the non-native variety in comparison to the native and/or expert variety, predominantly via the CIA approach (e.g., Chen & Baker, 2010;Lee & Chen, 2009;Leedham & Fernandez-Parra, 2017;Lei & Yang, 2020;Liardet & Black, 2019;Subramaniam & Kaur, 2021;Wang & Zhang, 2021). Hence, in this review section, only six main articles which have employed the CIA method to analyse linguistic features involving lexical units/ function words, phraseological units (i.e., lexical bundles), and discourse-pragmatic level are discussed.…”

Section: Specialised Learner Corpus Studies In the Global Contextmentioning

confidence: 99%

“…Apart from analysing the content words, the CIA approach can also be seen applied in researching the function words. In a study comparing two non-native varieties with the native learner variety, Leedham and Fernandez-Parra (2017) extract the engineering writings produced by Chinese, Greek and English undergraduate to master-level learners from the BAWE corpus, to investigate the use of first-person pronouns (i.e., we and I). The functional classifications (i.e., guide, opinion, reflector, recounter and representative) of the pronouns explicate the association between the learner's cultural background and identity formation.…”

Section: Non-native Versus Native Novice And/or Expert Cia Studies Fr...mentioning

confidence: 99%

Specialised Learner Corpus Research: A Review for Future Directions of the Global and Malaysian Contexts

Subramaniam

Kaur

2023

TEFLIN

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Literature survey concerning the Learner Corpus Research (LCR) in the last 20 years has shown a paucity of studies involving specialised/discipline-specific text. Since the use of discipline-specific academic writing learner corpora is useful in determining the language pattern within the English for Specific Academic Purposes (ESAP) context, this paper presents a review of specialised LCR based on journal articles from the Web of Science database and the Google scholar, reference books and relevant websites to address the gap both globally and within the Malaysian context for future needs. The review suggests the need for more specialised/genre-specific or discipline-based learner corpus studies employing the non-native novice versus native novice and expert comparative method in both global and Malaysian contexts, with more studies executed in relation to specialised learner corpora in the latter. In relation to linguistic aspect, the understanding of lexical bundles’ communicative function can be attempted through the analysis from the core word to the surrounding pattern or discourse. The use of learner corpus as a pedagogical instrument needs also to be well-accepted and executed to enhance the teaching and learning of academic writing in ESAP classrooms via Data-Driven Learning approach or corpus-related activities.

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Recounting and reflecting: The use of first person pronouns in Chinese, Greek and British students' assignments in engineering

Cited by 18 publications

References 26 publications

Disciplinary Recognized Self-Presence: Self-Mention Used With Hedges and Boosters in PhD Students’ Research Writing

Disciplinary Recognized Self-Presence: Self-Mention Used With Hedges and Boosters in PhD Students’ Research Writing

The Use of Informal Language in Thesis Proposal: An Analysis of Efl University Students’ Writings

Specialised Learner Corpus Research: A Review for Future Directions of the Global and Malaysian Contexts

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