Transition markers in Qatari university students' argumentative writing: A cross-linguistic analysis of L1 Arabic and L2 English
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) thro...
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| المؤلف الرئيسي: | |
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| مؤلفون آخرون: | , , |
| التنسيق: | article |
| منشور في: |
2023
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| الموضوعات: | |
| الوصول للمادة أونلاين: | http://dx.doi.org/10.1016/j.amper.2023.100110 https://www.sciencedirect.com/science/article/pii/S2215039023000024 http://hdl.handle.net/10576/44011 |
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| _version_ | 1857415085931102208 |
|---|---|
| author | Abdelhamid M., Ahmed |
| author2 | Zhang, Xiao Rezk, Lameya M. Pearson, William S. |
| author2_role | author author author |
| author_facet | Abdelhamid M., Ahmed Zhang, Xiao Rezk, Lameya M. Pearson, William S. |
| author_role | author |
| dc.creator.none.fl_str_mv | Abdelhamid M., Ahmed Zhang, Xiao Rezk, Lameya M. Pearson, William S. |
| dc.date.none.fl_str_mv | 2023-06-07T05:29:06Z 2023-12-31 |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | http://dx.doi.org/10.1016/j.amper.2023.100110 Ahmed, Abdelhamid M., Xiao Zhang, Lameya M. Rezk, and William S. Pearson. "Transition markers in Qatari university students' argumentative writing: A cross-linguistic analysis of L1 Arabic and L2 English." Ampersand 10 (2023): 100110. 22150390 https://www.sciencedirect.com/science/article/pii/S2215039023000024 http://hdl.handle.net/10576/44011 10 |
| dc.language.none.fl_str_mv | en |
| dc.publisher.none.fl_str_mv | Elsevier |
| dc.rights.none.fl_str_mv | http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess |
| dc.subject.none.fl_str_mv | 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 | Article info:eu-repo/semantics/publishedVersion info:eu-repo/semantics/article |
| description | 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. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | qu_92942a1e314ef59475755cd4fc92fb0d |
| identifier_str_mv | Ahmed, Abdelhamid M., Xiao Zhang, Lameya M. Rezk, and William S. Pearson. "Transition markers in Qatari university students' argumentative writing: A cross-linguistic analysis of L1 Arabic and L2 English." Ampersand 10 (2023): 100110. 22150390 10 |
| language_invalid_str_mv | en |
| network_acronym_str | qu |
| network_name_str | Qatar University repository |
| oai_identifier_str | oai:qspace.qu.edu.qa:10576/44011 |
| publishDate | 2023 |
| publisher.none.fl_str_mv | Elsevier |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| rights_invalid_str_mv | http://creativecommons.org/licenses/by/4.0/ |
| spelling | Transition markers in Qatari university students' argumentative writing: A cross-linguistic analysis of L1 Arabic and L2 EnglishAbdelhamid M., AhmedZhang, XiaoRezk, Lameya M.Pearson, William S.Transition Markers (TMs)MetadiscourseCross-linguisticL1 ArabicL2 EnglishArgumentative writingMetalinguistic understandingThe 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.Elsevier2023-06-07T05:29:06Z2023-12-31Articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://dx.doi.org/10.1016/j.amper.2023.100110Ahmed, Abdelhamid M., Xiao Zhang, Lameya M. Rezk, and William S. Pearson. "Transition markers in Qatari university students' argumentative writing: A cross-linguistic analysis of L1 Arabic and L2 English." Ampersand 10 (2023): 100110.22150390https://www.sciencedirect.com/science/article/pii/S2215039023000024http://hdl.handle.net/10576/4401110enhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:qspace.qu.edu.qa:10576/440112024-07-23T13:53:31Z |
| spellingShingle | Transition markers in Qatari university students' argumentative writing: A cross-linguistic analysis of L1 Arabic and L2 English Abdelhamid M., Ahmed 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 | Transition Markers (TMs) Metadiscourse Cross-linguistic L1 Arabic L2 English Argumentative writing Metalinguistic understanding |
| url | http://dx.doi.org/10.1016/j.amper.2023.100110 https://www.sciencedirect.com/science/article/pii/S2215039023000024 http://hdl.handle.net/10576/44011 |