phraseologicalitems in apprentice academic writing: does ...aacl2009/pdfs/roemer2009aacl.pdf ·...

Phraseological items in apprentice academic writing:

Does Does Does Does nativenessnativenessnativenessnativeness matter?matter?matter?matter?Does Does Does Does nativenessnativenessnativenessnativeness matter?matter?matter?matter?

Ute RömerAACL Edmonton– 9 October 2009

uroemer@@@@umich.eduwww.ELIcorpora.infowww.ELIcorpora.infowww.ELIcorpora.infowww.ELIcorpora.info

1. Introduction: E. as an academic lg.

� Nowadays: a large and growing number of Nowadays: a large and growing number of Nowadays: a large and growing number of Nowadays: a large and growing number of academic texts produced by NNS of English academic texts produced by NNS of English academic texts produced by NNS of English academic texts produced by NNS of English

� Research world is becoming more AnglicizedResearch world is becoming more AnglicizedResearch world is becoming more AnglicizedResearch world is becoming more Anglicized

� Large numbers of "nonLarge numbers of "nonLarge numbers of "nonLarge numbers of "non----Anglophones" Anglophones" Anglophones" Anglophones" (Swales 2004: (Swales 2004: (Swales 2004: (Swales 2004:

46)46)46)46) produce academic Englishproduce academic Englishproduce academic Englishproduce academic English

� Still unclear: Still unclear: Still unclear: Still unclear: status of nativenessstatus of nativenessstatus of nativenessstatus of nativeness in this contextin this contextin this contextin this context� Still unclear: Still unclear: Still unclear: Still unclear: status of nativenessstatus of nativenessstatus of nativenessstatus of nativeness in this contextin this contextin this contextin this context

� Does nativeness matter when we are dealing with Does nativeness matter when we are dealing with Does nativeness matter when we are dealing with Does nativeness matter when we are dealing with English in academia?English in academia?English in academia?English in academia?

� What challenges do NNS novice writers face in What challenges do NNS novice writers face in What challenges do NNS novice writers face in What challenges do NNS novice writers face in academic settings? (similar to NS novice writers?)academic settings? (similar to NS novice writers?)academic settings? (similar to NS novice writers?)academic settings? (similar to NS novice writers?)

� How different are NNS and NS academic writing?How different are NNS and NS academic writing?How different are NNS and NS academic writing?How different are NNS and NS academic writing?

Ute Römer ([email protected])

1. Introduction: E. as an academic lg.

This paper will...This paper will...This paper will...This paper will...

� ... examine successful NNS and NS apprentice ... examine successful NNS and NS apprentice ... examine successful NNS and NS apprentice ... examine successful NNS and NS apprentice academic writingacademic writingacademic writingacademic writing

� … discuss whether nativeness has an effect on … discuss whether nativeness has an effect on … discuss whether nativeness has an effect on … discuss whether nativeness has an effect on academic writing proficiency if other factors academic writing proficiency if other factors academic writing proficiency if other factors academic writing proficiency if other factors (genre, (genre, (genre, (genre,

discipline, years of university instruction)discipline, years of university instruction)discipline, years of university instruction)discipline, years of university instruction) are controlledare controlledare controlledare controlleddiscipline, years of university instruction)discipline, years of university instruction)discipline, years of university instruction)discipline, years of university instruction) are controlledare controlledare controlledare controlled

� … focus on … focus on … focus on … focus on frequent phraseological itemsfrequent phraseological itemsfrequent phraseological itemsfrequent phraseological items"Language as phraseology" (Hunston 2002: 137)"Language as phraseology" (Hunston 2002: 137)"Language as phraseology" (Hunston 2002: 137)"Language as phraseology" (Hunston 2002: 137)"the normal carrier of meaning is the phrase" (Sinclair 2005)"the normal carrier of meaning is the phrase" (Sinclair 2005)"the normal carrier of meaning is the phrase" (Sinclair 2005)"the normal carrier of meaning is the phrase" (Sinclair 2005)

� … compare findings from apprentice and expert … compare findings from apprentice and expert … compare findings from apprentice and expert … compare findings from apprentice and expert performance data performance data performance data performance data (Bazerman 1994; Scott & Tribble 2006)(Bazerman 1994; Scott & Tribble 2006)(Bazerman 1994; Scott & Tribble 2006)(Bazerman 1994; Scott & Tribble 2006)

� What are the most frequent phraseological items in What are the most frequent phraseological items in What are the most frequent phraseological items in What are the most frequent phraseological items in NNS/NS apprentice (AAW) and expert NNS/NS apprentice (AAW) and expert NNS/NS apprentice (AAW) and expert NNS/NS apprentice (AAW) and expert academic writing (EAW)?academic writing (EAW)?academic writing (EAW)?academic writing (EAW)?

2.1 Data and method

Data retrieved from 3 corpora:Data retrieved from 3 corpora:Data retrieved from 3 corpora:Data retrieved from 3 corpora:

� CHALCCHALCCHALCCHALC: Cologne: Cologne: Cologne: Cologne----Hanover Advanced Learner Corpus Hanover Advanced Learner Corpus Hanover Advanced Learner Corpus Hanover Advanced Learner Corpus (see Römer 2007)(see Römer 2007)(see Römer 2007)(see Römer 2007), 45 essays and term papers by , 45 essays and term papers by , 45 essays and term papers by , 45 essays and term papers by upperupperupperupper----level university students (L1=German) in level university students (L1=German) in level university students (L1=German) in level university students (L1=German) in English Linguistics and Literary Studies; ~200,000 wEnglish Linguistics and Literary Studies; ~200,000 wEnglish Linguistics and Literary Studies; ~200,000 wEnglish Linguistics and Literary Studies; ~200,000 w

� MICUSP_ELMICUSP_ELMICUSP_ELMICUSP_EL: subset of 91 English and Linguistics : subset of 91 English and Linguistics : subset of 91 English and Linguistics : subset of 91 English and Linguistics � MICUSP_ELMICUSP_ELMICUSP_ELMICUSP_EL: subset of 91 English and Linguistics : subset of 91 English and Linguistics : subset of 91 English and Linguistics : subset of 91 English and Linguistics papers papers papers papers (term papers, essays, lit reviews)(term papers, essays, lit reviews)(term papers, essays, lit reviews)(term papers, essays, lit reviews) of the Michigan of the Michigan of the Michigan of the Michigan Corpus of UpperCorpus of UpperCorpus of UpperCorpus of Upper----level Student Papers, only papers level Student Papers, only papers level Student Papers, only papers level Student Papers, only papers by seniors, L1=English; ~200,000 wordsby seniors, L1=English; ~200,000 wordsby seniors, L1=English; ~200,000 wordsby seniors, L1=English; ~200,000 words

� Hyland_LingHyland_LingHyland_LingHyland_Ling: the Linguistics subsection of the : the Linguistics subsection of the : the Linguistics subsection of the : the Linguistics subsection of the Hyland Corpus, 30 published Linguistics research Hyland Corpus, 30 published Linguistics research Hyland Corpus, 30 published Linguistics research Hyland Corpus, 30 published Linguistics research articles (by NSs or NSarticles (by NSs or NSarticles (by NSs or NSarticles (by NSs or NS----checked); ~210,000 words checked); ~210,000 words checked); ~210,000 words checked); ~210,000 words


2.1 Data and method

Extraction of phraseological items from corporaExtraction of phraseological items from corporaExtraction of phraseological items from corporaExtraction of phraseological items from corpora

� Tool used: Tool used: Tool used: Tool used: kfNgramkfNgramkfNgramkfNgram (Fletcher 2002(Fletcher 2002(Fletcher 2002(Fletcher 2002----2007)2007)2007)2007)

� KfNgramKfNgramKfNgramKfNgram creates lists of ncreates lists of ncreates lists of ncreates lists of n----grams and phrasegrams and phrasegrams and phrasegrams and phrase----frames frames frames frames (with variants)(with variants)(with variants)(with variants) of different lengthsof different lengthsof different lengthsof different lengths

� Extraction of Extraction of Extraction of Extraction of nnnn----grams and pgrams and pgrams and pgrams and p----framesframesframesframes, spans 3, spans 3, spans 3, spans 3----5555

� Report only on spans 3 and 4 Report only on spans 3 and 4 Report only on spans 3 and 4 Report only on spans 3 and 4 (short 5(short 5(short 5(short 5----gram lists)gram lists)gram lists)gram lists)� Report only on spans 3 and 4 Report only on spans 3 and 4 Report only on spans 3 and 4 Report only on spans 3 and 4 (short 5(short 5(short 5(short 5----gram lists)gram lists)gram lists)gram lists)

� Also: Also: Also: Also: key nkey nkey nkey n----gramgramgramgram identificationidentificationidentificationidentification

� Tool used: Tool used: Tool used: Tool used: WordSmith ToolsWordSmith ToolsWordSmith ToolsWordSmith Tools, 'compare 2 wordlists' , 'compare 2 wordlists' , 'compare 2 wordlists' , 'compare 2 wordlists' function function function function (4.0, Scott 2004)(4.0, Scott 2004)(4.0, Scott 2004)(4.0, Scott 2004)

� First part of the analysis: examination and First part of the analysis: examination and First part of the analysis: examination and First part of the analysis: examination and comparison of lists of comparison of lists of comparison of lists of comparison of lists of frequent 3frequent 3frequent 3frequent 3----/4/4/4/4----grams in grams in grams in grams in CHALC and MICUSP_ELCHALC and MICUSP_ELCHALC and MICUSP_ELCHALC and MICUSP_EL


2.2 N-grams in NS and NNS AAW


2.2 N-grams in NS and NNS AAWKEY nKEY nKEY nKEY n----grams!grams!grams!grams!


2.2 N-grams in NS and NNS AAW

KEY nKEY nKEY nKEY n----grams!grams!grams!grams!


2.3 P-frames in native and non-native speaker AAW

� Look at pattern variabilityLook at pattern variabilityLook at pattern variabilityLook at pattern variability

� What are the What are the What are the What are the most frequent pmost frequent pmost frequent pmost frequent p----framesframesframesframes in our NS and in our NS and in our NS and in our NS and NNS AAW corpora?NNS AAW corpora?NNS AAW corpora?NNS AAW corpora?

� Following tables list the topFollowing tables list the topFollowing tables list the topFollowing tables list the top----20 320 320 320 3---- and 4and 4and 4and 4----pppp----frames frames frames frames in CHALC and MICUSP_EL together with their in CHALC and MICUSP_EL together with their in CHALC and MICUSP_EL together with their in CHALC and MICUSP_EL together with their in CHALC and MICUSP_EL together with their in CHALC and MICUSP_EL together with their in CHALC and MICUSP_EL together with their in CHALC and MICUSP_EL together with their numbers of variantsnumbers of variantsnumbers of variantsnumbers of variants

� E.g. 1,791 instances of E.g. 1,791 instances of E.g. 1,791 instances of E.g. 1,791 instances of the * ofthe * ofthe * ofthe * of in CHALC and 209 in CHALC and 209 in CHALC and 209 in CHALC and 209 different realizations (different realizations (different realizations (different realizations (the use ofthe use ofthe use ofthe use of, , , , the structure ofthe structure ofthe structure ofthe structure of...)...)...)...)

� High number of variants High number of variants High number of variants High number of variants �� productive pproductive pproductive pproductive p----frameframeframeframe


2.3 P-frames in NS and NNS AAW


3. Conclusion: Nativeness and academic writing expertise

� Paper explored the Paper explored the Paper explored the Paper explored the phraseological profilephraseological profilephraseological profilephraseological profile of NS and of NS and of NS and of NS and NNS apprentice academic writingNNS apprentice academic writingNNS apprentice academic writingNNS apprentice academic writing

� It aimed to examine how It aimed to examine how It aimed to examine how It aimed to examine how nativeness and expertisenativeness and expertisenativeness and expertisenativeness and expertiseaffect language patterningaffect language patterningaffect language patterningaffect language patterning

� Central results of (key) nCentral results of (key) nCentral results of (key) nCentral results of (key) n----gram/pgram/pgram/pgram/p----frame analyses:frame analyses:frame analyses:frame analyses:� Central results of (key) nCentral results of (key) nCentral results of (key) nCentral results of (key) n----gram/pgram/pgram/pgram/p----frame analyses:frame analyses:frame analyses:frame analyses:

� Considerable Considerable Considerable Considerable overlapoverlapoverlapoverlap between CHALC and MICUSP_EL listsbetween CHALC and MICUSP_EL listsbetween CHALC and MICUSP_EL listsbetween CHALC and MICUSP_EL lists

� Very few items refer to differences in acad. writing stylesVery few items refer to differences in acad. writing stylesVery few items refer to differences in acad. writing stylesVery few items refer to differences in acad. writing styles

� Most differences explainable on the basis of topicMost differences explainable on the basis of topicMost differences explainable on the basis of topicMost differences explainable on the basis of topic----related related related related differences between papers included in corporadifferences between papers included in corporadifferences between papers included in corporadifferences between papers included in corpora

� NS and NNS AAWriters differ in similar ways from expert NS and NNS AAWriters differ in similar ways from expert NS and NNS AAWriters differ in similar ways from expert NS and NNS AAWriters differ in similar ways from expert writerswriterswriterswriters, esp. in terms of p, esp. in terms of p, esp. in terms of p, esp. in terms of p----frame useframe useframe useframe use

� CHALC writers closer to Hyland_Ling than CHALC writers closer to Hyland_Ling than CHALC writers closer to Hyland_Ling than CHALC writers closer to Hyland_Ling than MICUSP_EL writersMICUSP_EL writersMICUSP_EL writersMICUSP_EL writers


� When dealing with advancedWhen dealing with advancedWhen dealing with advancedWhen dealing with advanced----level acad. writing, level acad. writing, level acad. writing, level acad. writing, we move we move we move we move beyond the native/nonbeyond the native/nonbeyond the native/nonbeyond the native/non----native distinctionnative distinctionnative distinctionnative distinction

� Expertise a more important aspect than nativenessExpertise a more important aspect than nativenessExpertise a more important aspect than nativenessExpertise a more important aspect than nativeness

� A need to disentangle "communicative A need to disentangle "communicative A need to disentangle "communicative A need to disentangle "communicative performance in research settings from motherperformance in research settings from motherperformance in research settings from motherperformance in research settings from mother----performance in research settings from motherperformance in research settings from motherperformance in research settings from motherperformance in research settings from mother----tongue status per se" tongue status per se" tongue status per se" tongue status per se" (Swales 2004: 57)(Swales 2004: 57)(Swales 2004: 57)(Swales 2004: 57)

� NS and NNS AAWs appear to develop academic NS and NNS AAWs appear to develop academic NS and NNS AAWs appear to develop academic NS and NNS AAWs appear to develop academic discourse competence in similar ways discourse competence in similar ways discourse competence in similar ways discourse competence in similar ways

� The The The The native academic writer native academic writer native academic writer native academic writer does not seem to existdoes not seem to existdoes not seem to existdoes not seem to exist



� Since NS and NNS AAWs lack similar sets of expert Since NS and NNS AAWs lack similar sets of expert Since NS and NNS AAWs lack similar sets of expert Since NS and NNS AAWs lack similar sets of expert phraseological items, both groups may need similar phraseological items, both groups may need similar phraseological items, both groups may need similar phraseological items, both groups may need similar trainingtrainingtrainingtraining

� EAP teachers "will be better served by using the EAP teachers "will be better served by using the EAP teachers "will be better served by using the EAP teachers "will be better served by using the notion of notion of notion of notion of expertiseexpertiseexpertiseexpertise [...] rather than the notion of the [...] rather than the notion of the [...] rather than the notion of the [...] rather than the notion of the nativenativenativenative----speaker." speaker." speaker." speaker." (Tribble 2008: 307)(Tribble 2008: 307)(Tribble 2008: 307)(Tribble 2008: 307)nativenativenativenative----speaker." speaker." speaker." speaker." (Tribble 2008: 307)(Tribble 2008: 307)(Tribble 2008: 307)(Tribble 2008: 307)

� In teaching academic writing: In teaching academic writing: In teaching academic writing: In teaching academic writing:

---- put more emphasis on expertise than nativenessput more emphasis on expertise than nativenessput more emphasis on expertise than nativenessput more emphasis on expertise than nativeness

---- base writing instruction on base writing instruction on base writing instruction on base writing instruction on samples of successful samples of successful samples of successful samples of successful (or expert) writing by native or non(or expert) writing by native or non(or expert) writing by native or non(or expert) writing by native or non----native speakersnative speakersnative speakersnative speakers


More 4-grams...


References

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