Transition markers in Qatari university students' argumentative writing: A cross-linguistic analysis of L1 Arabic and L2 English
<p dir="ltr">The current cross-linguistic study compares university students' use of transition markers (addition, compare/contrast, and consequence markers) in their L1 Arabic and L2 English argumentative writing. It also explores students' metalinguistic understanding of...
محفوظ في:
| المؤلف الرئيسي: | |
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| مؤلفون آخرون: | , , |
| منشور في: |
2023
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| الموضوعات: | |
| الوسوم: |
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| _version_ | 1864513550823718912 |
|---|---|
| author | Abdelhamid M. Ahmed (16810680) |
| author2 | Xiao Zhang (152326) Lameya M. Rezk (16810683) William S. Pearson (12150201) |
| author2_role | author author author |
| author_facet | Abdelhamid M. Ahmed (16810680) Xiao Zhang (152326) Lameya M. Rezk (16810683) William S. Pearson (12150201) |
| author_role | author |
| dc.creator.none.fl_str_mv | Abdelhamid M. Ahmed (16810680) Xiao Zhang (152326) Lameya M. Rezk (16810683) William S. Pearson (12150201) |
| dc.date.none.fl_str_mv | 2023-02-20T00:00:00Z |
| dc.identifier.none.fl_str_mv | 10.1016/j.amper.2023.100110 |
| dc.relation.none.fl_str_mv | https://figshare.com/articles/journal_contribution/Transition_markers_in_Qatari_university_students_argumentative_writing_A_cross-linguistic_analysis_of_L1_Arabic_and_L2_English/23918430 |
| dc.rights.none.fl_str_mv | CC BY 4.0 info:eu-repo/semantics/openAccess |
| dc.subject.none.fl_str_mv | Education Education systems Language, communication and culture Linguistics Transition Markers (TMs) Metadiscourse Cross-linguistic L1 Arabic L2 English Argumentative writing Metalinguistic understanding |
| dc.title.none.fl_str_mv | Transition markers in Qatari university students' argumentative writing: A cross-linguistic analysis of L1 Arabic and L2 English |
| dc.type.none.fl_str_mv | Text Journal contribution info:eu-repo/semantics/publishedVersion text contribution to journal |
| description | <p dir="ltr">The current cross-linguistic study compares university students' use of transition markers (addition, compare/contrast, and consequence markers) in their L1 Arabic and L2 English argumentative writing. It also explores students' metalinguistic understanding of transition markers (TMs) through writing conversation interviews. We analysed the Qatari Corpus of Argumentative Writing (QCAW), which comprises 390 texts in L1 Arabic and L2 English written by the same Qatari undergraduate students. Using Hyland's (2005) model of metadiscourse, the findings revealed that frequencies of transition marker use among less proficient L2 English writers were closer to L1 Arabic. Based on the results of a writing proficiency test, low-proficiency students transferred overt strategies to signal transitions, supported by the interview findings. Interestingly, students with an average L2 English proficiency exhibited a greater variety in TMs. In contrast, higher-proficiency writers tended to use more complex and subtler means to indicate textual transitions. The students used TMs for different purposes. Lack of knowledge and writing under controlled conditions inhibited some participants from using TMs. The paper concludes with pedagogical implications for teaching and assessing TMs.</p><h2>Other Information</h2><p dir="ltr">Published in: Ampersand<br>License: <a href="https://creativecommons.org/licenses/by/4.0/" rel="noreferrer" target="_blank">https://creativecommons.org/licenses/by/4.0/</a><br>See article on publisher's website: <a href="https://dx.doi.org/10.1016/j.amper.2023.100110" target="_blank">https://dx.doi.org/10.1016/j.amper.2023.100110</a></p> |
| eu_rights_str_mv | openAccess |
| id | Manara2_4e5de1362348a792a74194f6e692cdf0 |
| identifier_str_mv | 10.1016/j.amper.2023.100110 |
| network_acronym_str | Manara2 |
| network_name_str | Manara2 |
| oai_identifier_str | oai:figshare.com:article/23918430 |
| publishDate | 2023 |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| rights_invalid_str_mv | CC BY 4.0 |
| spelling | Transition markers in Qatari university students' argumentative writing: A cross-linguistic analysis of L1 Arabic and L2 EnglishAbdelhamid M. Ahmed (16810680)Xiao Zhang (152326)Lameya M. Rezk (16810683)William S. Pearson (12150201)EducationEducation systemsLanguage, communication and cultureLinguisticsTransition Markers (TMs)MetadiscourseCross-linguisticL1 ArabicL2 EnglishArgumentative writingMetalinguistic understanding<p dir="ltr">The current cross-linguistic study compares university students' use of transition markers (addition, compare/contrast, and consequence markers) in their L1 Arabic and L2 English argumentative writing. It also explores students' metalinguistic understanding of transition markers (TMs) through writing conversation interviews. We analysed the Qatari Corpus of Argumentative Writing (QCAW), which comprises 390 texts in L1 Arabic and L2 English written by the same Qatari undergraduate students. Using Hyland's (2005) model of metadiscourse, the findings revealed that frequencies of transition marker use among less proficient L2 English writers were closer to L1 Arabic. Based on the results of a writing proficiency test, low-proficiency students transferred overt strategies to signal transitions, supported by the interview findings. Interestingly, students with an average L2 English proficiency exhibited a greater variety in TMs. In contrast, higher-proficiency writers tended to use more complex and subtler means to indicate textual transitions. The students used TMs for different purposes. Lack of knowledge and writing under controlled conditions inhibited some participants from using TMs. The paper concludes with pedagogical implications for teaching and assessing TMs.</p><h2>Other Information</h2><p dir="ltr">Published in: Ampersand<br>License: <a href="https://creativecommons.org/licenses/by/4.0/" rel="noreferrer" target="_blank">https://creativecommons.org/licenses/by/4.0/</a><br>See article on publisher's website: <a href="https://dx.doi.org/10.1016/j.amper.2023.100110" target="_blank">https://dx.doi.org/10.1016/j.amper.2023.100110</a></p>2023-02-20T00:00:00ZTextJournal contributioninfo:eu-repo/semantics/publishedVersiontextcontribution to journal10.1016/j.amper.2023.100110https://figshare.com/articles/journal_contribution/Transition_markers_in_Qatari_university_students_argumentative_writing_A_cross-linguistic_analysis_of_L1_Arabic_and_L2_English/23918430CC BY 4.0info:eu-repo/semantics/openAccessoai:figshare.com:article/239184302023-02-20T00:00:00Z |
| spellingShingle | Transition markers in Qatari university students' argumentative writing: A cross-linguistic analysis of L1 Arabic and L2 English Abdelhamid M. Ahmed (16810680) Education Education systems Language, communication and culture Linguistics Transition Markers (TMs) Metadiscourse Cross-linguistic L1 Arabic L2 English Argumentative writing Metalinguistic understanding |
| status_str | publishedVersion |
| title | Transition markers in Qatari university students' argumentative writing: A cross-linguistic analysis of L1 Arabic and L2 English |
| title_full | Transition markers in Qatari university students' argumentative writing: A cross-linguistic analysis of L1 Arabic and L2 English |
| title_fullStr | Transition markers in Qatari university students' argumentative writing: A cross-linguistic analysis of L1 Arabic and L2 English |
| title_full_unstemmed | Transition markers in Qatari university students' argumentative writing: A cross-linguistic analysis of L1 Arabic and L2 English |
| title_short | Transition markers in Qatari university students' argumentative writing: A cross-linguistic analysis of L1 Arabic and L2 English |
| title_sort | Transition markers in Qatari university students' argumentative writing: A cross-linguistic analysis of L1 Arabic and L2 English |
| topic | Education Education systems Language, communication and culture Linguistics Transition Markers (TMs) Metadiscourse Cross-linguistic L1 Arabic L2 English Argumentative writing Metalinguistic understanding |