The Use of Linking Adverbials in Academic Essays by Non-native Writers: How Data-driven Learning Can Help

Over the past several decades, the TESOL community has seen an increased interest in the use of data-driven learning (DDL) approaches. Most studies of DDL have focused on the acquisition of vocabulary items, including a wide range of information necessary for their correct usage. One type of vocabul...

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Bibliographic Details
Published in:CALICO journal 2013-01, Vol.30 (3), p.410-422
Main Author: Garner, James R.
Format: Article
Language:English
Subjects:
Academic Language
Academic learning
Adverbials
Basic writing
Calico
Control groups
Data
English (Second Language)
Essays
Evidence
Foreign language learning
Form Classes (Languages)
Improvement
Language acquisition
Language Teachers
Language Usage
Learner Controlled Instruction
Literature Reviews
Methods
Periodicals
Second Language Instruction
Second Language Learning
Second languages
Semantics
Semiotics
Student writing
Study and teaching
Teaching Methods
Vocabulary
Vocabulary development
Word Lists
Writers
Writing
Writing (Composition)
Writing Instruction
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Summary:Over the past several decades, the TESOL community has seen an increased interest in the use of data-driven learning (DDL) approaches. Most studies of DDL have focused on the acquisition of vocabulary items, including a wide range of information necessary for their correct usage. One type of vocabulary that has yet to be properly investigated has been linking adverbials. Linking adverbials serve to assist writers in giving cohesion to their texts. They are also difficult for second language writers to acquire, with many language learners misusing them semantically and stylistically. This study attempts to determine if DDL can assist students with this task. It investigates the correct semantic usage and proportion of academic linking adverbials in student writing both before and following treatment. Results indicate that DDL techniques do in fact help students acquire and better employ linking adverbials in their writing. Students receiving DDL instruction made greater improvements in their use of linking adverbials, both semantically and stylistically, compared to a group that received traditional linking adverbial instruction.
ISSN:0742-7778
2056-9017
DOI:10.11139/cj.30.3.410-422