Graph Description as an Issue in L2 Academic English Writing
Young people’s interest in taking international exams such as IELTS results from student mobility and their willingness to appraise language abilities. In this paper, Academic Writing Task One of IELTS is examined. This task implies candidates comprehending graphic information and processing it in w...
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| Format: | Article |
| Language: | English |
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National Research University Higher School of Economics
2016-12-01
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| Series: | Journal of Language and Education |
| Subjects: | |
| Online Access: | https://jle.hse.ru/article/view/648/644 |
| _version_ | 1811280289492631552 |
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| author | Valentina Khrabrova |
| author_facet | Valentina Khrabrova |
| author_sort | Valentina Khrabrova |
| collection | DOAJ |
| description | Young people’s interest in taking international exams such as IELTS results from student mobility and their willingness to appraise language abilities. In this paper, Academic Writing Task One of IELTS is examined. This task implies candidates comprehending graphic information and processing it in written discourse. The gap between a host of graph description tests and an insignificant number of efficient teaching methods has provided a rationale for the current study. It focuses on graph description as a cognitive, psychological and educational process and employs the analysis method in the theoretical section. Based on the action research method, drawing on 25 students’ written samples, the study has quested for peculiar language problems detrimental to processing the graph description task. The data have revealed the key pillars of successful written graph presentation: the combination of all four main skills, i.e. reading, listening, writing, and speaking; skills transfer; critical thinking and writing; the appropriate use of style; graphic literacy. It is concluded that the “constant nudging” method, a skills transfer, the use of appropriate vocabulary for describing trends alongside academic functional phrases and grammar features, the analysis of mass media information with numeric data are solutions to graph description issues. The findings have implications for preparing students for IELTS. This article is published under the Creative Commons Attribution 4.0 International License. |
| first_indexed | 2024-04-13T01:12:05Z |
| format | Article |
| id | doaj.art-5c3d6dd879ba4067ae95aa7351504f08 |
| institution | Directory Open Access Journal |
| issn | 2411-7390 |
| language | English |
| last_indexed | 2024-04-13T01:12:05Z |
| publishDate | 2016-12-01 |
| publisher | National Research University Higher School of Economics |
| record_format | Article |
| series | Journal of Language and Education |
| spelling | doaj.art-5c3d6dd879ba4067ae95aa7351504f082022-12-22T03:09:07ZengNational Research University Higher School of EconomicsJournal of Language and Education2411-73902016-12-01424654https://doi.org/10.17323/2411-7390-2016-2-4-46-54Graph Description as an Issue in L2 Academic English WritingValentina Khrabrova0National Research University Higher School of EconomicsYoung people’s interest in taking international exams such as IELTS results from student mobility and their willingness to appraise language abilities. In this paper, Academic Writing Task One of IELTS is examined. This task implies candidates comprehending graphic information and processing it in written discourse. The gap between a host of graph description tests and an insignificant number of efficient teaching methods has provided a rationale for the current study. It focuses on graph description as a cognitive, psychological and educational process and employs the analysis method in the theoretical section. Based on the action research method, drawing on 25 students’ written samples, the study has quested for peculiar language problems detrimental to processing the graph description task. The data have revealed the key pillars of successful written graph presentation: the combination of all four main skills, i.e. reading, listening, writing, and speaking; skills transfer; critical thinking and writing; the appropriate use of style; graphic literacy. It is concluded that the “constant nudging” method, a skills transfer, the use of appropriate vocabulary for describing trends alongside academic functional phrases and grammar features, the analysis of mass media information with numeric data are solutions to graph description issues. The findings have implications for preparing students for IELTS. This article is published under the Creative Commons Attribution 4.0 International License.https://jle.hse.ru/article/view/648/644student mobilitygraph descriptionskills transfercritical writingcognitive process |
| spellingShingle | Valentina Khrabrova Graph Description as an Issue in L2 Academic English Writing Journal of Language and Education student mobility graph description skills transfer critical writing cognitive process |
| title | Graph Description as an Issue in L2 Academic English Writing |
| title_full | Graph Description as an Issue in L2 Academic English Writing |
| title_fullStr | Graph Description as an Issue in L2 Academic English Writing |
| title_full_unstemmed | Graph Description as an Issue in L2 Academic English Writing |
| title_short | Graph Description as an Issue in L2 Academic English Writing |
| title_sort | graph description as an issue in l2 academic english writing |
| topic | student mobility graph description skills transfer critical writing cognitive process |
| url | https://jle.hse.ru/article/view/648/644 |
| work_keys_str_mv | AT valentinakhrabrova graphdescriptionasanissueinl2academicenglishwriting |