Discourse markers in academic writing in EFL by Swedish pre-service secondary school teachers of English
The present paper involves a qu antitative investigation of discourse markers identified in academic writing in English as a Foreign Language (EFL) by pre - service secondary school teachers of English, whose first language (L1) is Swedish. The main focus...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
University of Montenegro
2017-06-01
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| Series: | Logos et Littera: Interdisciplinary Approaches to Text |
| Subjects: | |
| Online Access: | http://www.ll.ac.me/4(1)/21-39%20Kapranov.pdf |
| _version_ | 1818826800318382080 |
|---|---|
| author | Oleksandr Kapranov |
| author_facet | Oleksandr Kapranov |
| author_sort | Oleksandr Kapranov |
| collection | DOAJ |
| description | The present paper involves a qu
antitative investigation of
discourse markers identified in academic writing in English as a Foreign
Language (EFL) by pre
-
service secondary school teachers of English, whose first
language (L1) is Swedish. The main focus in the present study is on the rol
e of
discourse markers in the pre
-
service teachers’ acquisition of the genre
conventions of academic writing in English. The hypothesis in the present
investigation is based upon an assumption tha
t academic essays written by the
pre
-
service secondary schoo
l teachers of English would be characterised by a
quantitative difference involving discourse markers over the period of time,
specifically at the start of the semester (i.e., the essay draft) and at the end of the
semester (i.e., the final essay). Followi
ng this assumption, a quantitative
investigation of the pre
-
service secondary school teachers’ academic writing is
carried out by means of the software program WordSmith (Scott 2012). The
materials of the
present study involve the draft
essays and the fina
l
essays
written by the pre
-
service secondary school teachers in English. The results of the
quantitative analysis reveal a tendency to employ DMs associated with the
formal register of English in the final essays. These DMs appear to be typically
represen
ted by however, furthermore, therefore, etc. These findings are discussed
in conjunction with pedagogical implications of teaching academic writing in
EFL to the pre
-
service secondary school teachers of English, whose L1 is Swedish. |
| first_indexed | 2024-12-19T00:33:25Z |
| format | Article |
| id | doaj.art-ac258b294ef1489489de06be8d379cfc |
| institution | Directory Open Access Journal |
| issn | 2336-9884 2336-9884 |
| language | English |
| last_indexed | 2024-12-19T00:33:25Z |
| publishDate | 2017-06-01 |
| publisher | University of Montenegro |
| record_format | Article |
| series | Logos et Littera: Interdisciplinary Approaches to Text |
| spelling | doaj.art-ac258b294ef1489489de06be8d379cfc2022-12-21T20:44:58ZengUniversity of MontenegroLogos et Littera: Interdisciplinary Approaches to Text2336-98842336-98842017-06-01142139Discourse markers in academic writing in EFL by Swedish pre-service secondary school teachers of EnglishOleksandr KapranovThe present paper involves a qu antitative investigation of discourse markers identified in academic writing in English as a Foreign Language (EFL) by pre - service secondary school teachers of English, whose first language (L1) is Swedish. The main focus in the present study is on the rol e of discourse markers in the pre - service teachers’ acquisition of the genre conventions of academic writing in English. The hypothesis in the present investigation is based upon an assumption tha t academic essays written by the pre - service secondary schoo l teachers of English would be characterised by a quantitative difference involving discourse markers over the period of time, specifically at the start of the semester (i.e., the essay draft) and at the end of the semester (i.e., the final essay). Followi ng this assumption, a quantitative investigation of the pre - service secondary school teachers’ academic writing is carried out by means of the software program WordSmith (Scott 2012). The materials of the present study involve the draft essays and the fina l essays written by the pre - service secondary school teachers in English. The results of the quantitative analysis reveal a tendency to employ DMs associated with the formal register of English in the final essays. These DMs appear to be typically represen ted by however, furthermore, therefore, etc. These findings are discussed in conjunction with pedagogical implications of teaching academic writing in EFL to the pre - service secondary school teachers of English, whose L1 is Swedish.http://www.ll.ac.me/4(1)/21-39%20Kapranov.pdfacademic wri tingdiscourse markers (DMs)EFL |
| spellingShingle | Oleksandr Kapranov Discourse markers in academic writing in EFL by Swedish pre-service secondary school teachers of English Logos et Littera: Interdisciplinary Approaches to Text academic wri ting discourse markers (DMs) EFL |
| title | Discourse markers in academic writing in EFL by Swedish pre-service secondary school teachers of English |
| title_full | Discourse markers in academic writing in EFL by Swedish pre-service secondary school teachers of English |
| title_fullStr | Discourse markers in academic writing in EFL by Swedish pre-service secondary school teachers of English |
| title_full_unstemmed | Discourse markers in academic writing in EFL by Swedish pre-service secondary school teachers of English |
| title_short | Discourse markers in academic writing in EFL by Swedish pre-service secondary school teachers of English |
| title_sort | discourse markers in academic writing in efl by swedish pre service secondary school teachers of english |
| topic | academic wri ting discourse markers (DMs) EFL |
| url | http://www.ll.ac.me/4(1)/21-39%20Kapranov.pdf |
| work_keys_str_mv | AT oleksandrkapranov discoursemarkersinacademicwritingineflbyswedishpreservicesecondaryschoolteachersofenglish |