Transition markers in argumentative texts of native speakers and foreign language learners: comparison of Croatian as L1 and German as L2
Keywords:
metadiscourse, transition marker, L1-Croatian, L2-German, transfer
Abstract
Transition markers (TMs) help the reader to interpret pragmatic connections between the individual steps of an argument. From this function emerges the importance of these metadiscursive elements in argumentative writing. In the present corpus linguistic study, the use of TMs in L1 Croatian and L2 German texts written by university students of German studies (B2 language level in German) is analysed. A comparison of the frequency of use of TMs overall and the three subcategories of TMs (addition, comparison and consequence) in the L1 and L2 texts showed a statistically significant difference only for the use of TMs of comparison. However, the results suggest a less varied use of TMs in L2 texts and the potential transfer of these linguistic structures from the L1 to the L2.
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References
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John MILTON, 2001: Elements of a written interlanguage: A computational and corpusbased study of institutional influences on the acquisition of English by Hong Kong Chinese students. PhD. thesis. Hong Kong: The Hong Kong University of Science and Technology.
Atefe MIRSHAMSI, Hamid ALLAMI, 2013: Metadiscourse markers in the discussion/conclusion section of Persian and English master’s theses. The Journal of Teaching Language Skills 5/3, 23–40.
Masumi NARITA, Chieko SATO, Masatoshi SUGUIRA, 2004: Connector usage in the English essay writing of Japanese EFL learners. Proceedings of the Fourth International Conference on Language Resources and Evaluation (LREC’04). Lissabon, Portugal: European Language Resources Association (ELRA). 1171–1174.
Yong-Yae PARK, 2013: Corean College EFL Students´ Use of Contrastive Conjunctions in Argumentative Writing. English Teaching 68/2, 55–77.
Višnja PAVIČIĆ TAKAČ, 2018: Sentence-initial interactive metadiscourse and text coherence in EFL argumentative essays. Lonaka Journal of Learning and Teaching (special issue) Advances in Academic and Professional Writing Research, Pedagogy and Practice in Education: The Past, the Present and the Future, 13–29.
Ivo PRANJKOVIĆ, 2018: O riječima nego, no, već, još i tek. Fluminensia 30/1, 63–76.
Günther STORCH, 1999: Deutsch als Fremdsprache – Eine Didaktik. München: W. Fink.
Hacer Hande UYSAL, 2008: Tracing the culture behind writing: Rhetorical patterns and bidirectional transfer in L1 and L2 essays of Turkish writers in relation to educational context. Journal of Second Language Writing 17/3, 183–207.
William J. VANDE KOPPLE, 1985: Some Exploratory Discourse on Metadiscourse. College Composition and Communication 36/1, 82–93.
Radek VOGEL, 2008: Sentence linkers in essays and papers by native vs. non-native writers. Discourse and Interaction 1/2, 119–126.
Mohsen ALIPOUR, Ali JAHANGARD, Mohsen BEMANI, 2015: Metadiscourse across three varieties of argumentative essays by university students: Native English, Iranian EFL learners and native Persian. English for Specific Purposes World 16/45, 1–16.
Bengt ALTENBERG, Marie TAPPER, 1998: The use of adverbial connectors in advanced Swedish learners’ written English. Learner English on Computer. Hg. Sylviane Granger. Harlow: Longman. 80–93.
Nor Hafizah ANWARDEEN, Eunice Ong LUYEE, Joanna Indra GABRIEL, Seyed Ali Rezvani KALAJAHI, 2013: An Analysis: The Usage of Metadiscourse in Argumentative Writing by Malaysian Tertiary Level of Students. English Language Teaching 6/9, 83–96.
Lyle F. BACHMAN, Adrian S. PALMER, 2010: Language Assessment in Practice. Oxford usw.: Oxford University Press.
Reiner BOHN, 1989: Das Schreiben im Ensemble der sprachlichen Tätigkeiten. Anmerkungen zur lernpsychologischen Bedeutsamkeit schriftlichen Sprachgebrauchs im Fremdsprachenunterricht. Die Rolle des Schreibens im Unterricht Deutsch als Fremdsprache. Hg. Manfred Heid. München: iudicium. 51–60.
Kingsley BOLTON, Gerald NELSON, Joseph HUNG, 2002: A corpus-based study of connectors in student writing: Research from The International Corpus of English in Hong Kong (ICE-HK). International Journal of Corpus Linguistics 7/2, 165–182.
Eva BREINDL, 2016: Konnexion in argumentativen Texten. Gebrauchsunterschiede in Deutsch als L2 vs. Deutsch als L1. Normalität in der Sprache. Hgg. Franz d‘Avis und Horst Lohnstein. Hamburg: Buske. 37–64.
Eva BREINDL, 2018: Konnexion in argumentativen Texten von DaF-Lernern und Muttersprachlern. Deutsche Sprache 46/1, 22–36.
Vaclav BREZINA, 2018: Statistics in Corpus Linguistics. A Practical Guide. Cambridge usw.: Cambridge University Press.
Michael CANALE, 1983: From communicative competence to communicative language pedagogy. Language and Communication. Hgg. Jack C. Richards, Richard W. Schmidt. London: Longman. 2–27.
Feng CAO, Guangwei HU, 2014: Interactive metadiscourse in research articles: A comparative study of paradigmatic and disciplinary influences. Journal of Pragmatics 66, 15–31.
Marianne CELCE-MURCIA, 2007: Rethinking the role of communicative competence in language teaching. Intercultural Language Use and Language Learning. Hgg. Eva Alcón Soler, Maria Pilar Safont Jordà. Dordrecht: Springer. 41–57.
Cheryl Wie-yu CHEN, 2006: The use of conjunctive adverbials in the academic papers of advanced Taiwanese EFL learners. International Journal of Corpus Linguistics 11/1, 113–130.
Andrew CHESTERMAN, 1998: Contrastive Functional Analysis. Amsterdam: John Benjamins Publishing.
Vivian COOK, 2008: Second Language Learning and Language Teaching. London: Routledge.
Avon CRISMORE, Raija MARKKANEN, Margaret S. STEFFENSEN, 1993: Metadiscourse in persuasive writing: a study of texts written by American and Finnish university students. Written Communication 10/39, 39–71.
GER = EUROPARAT, RAT FÜR KULTURELLE ZUSAMMENARBEIT, 2013: Gemeinsamer europäischer Referenzrahmen für Sprachen: lernen, lehren, beurteilen. München: Klett-Langenscheidt.
Sylviane GRANGER, Stephanie TYSON, 1996: Connector usage in the English essay writing of native and non-native EFL speakers of English. World Englishes 15/1, 17–27.
Chao HAN, Sheena GARDNER, 2021: However and other transitions in the Han CH-EN corpus. Journal of English for Academic Purposes 51, Article 100984. URL: https://www.sciencedirect.com/journal/journal-of-english-for-academic-purposes/vol/51/suppl/C (15. 10. 2022).
Susanne HORSTMANN, Julia SETTINIERI, Dagmar FREITAG, 2020: Einführung in die Linguistik für DaF/DaZ. Paderborn: Verlag Ferdinand Schöningh.
Ken HYLAND, 2005: Metadiscourse: Exploring Interaction in Writing. London und New York: Continuum.
Saša JAZBEC, 2022: Čezjezičnost – novi stari pristop k učenju in poučevanju (tujih) jezikov. Slavia Centralis 15/2, 114–128.
Bernd KAST, 1999: Fertigkeit Schreiben. Fernstudieneinheit 12. Berlin etc.: Langenscheidt.
Mohsen KHEDRI, Chan Swee HENG, Seyed Foad EBRAHIMI, 2013: An exploration of interactive metadiscourse markers in academic research article abstracts in two disciplines. Discourse Studies 15/3, 319–331.
Yuichiro KOBAYASHI, Carol RINNERT, 2012: Understanding L2 writing development from a multicompetence perspective: Dynamic repertoires of knowledge and text construction. L2 writing development: Multiple perspectives. Hg. Rosa M. Manchón. Berlin: De Gruyter Mouton. 101–134.
Lei LEI, 2012: Linking adverbials in academic writing on applied linguistiscs by Chinese doctoral students. Journal of English for Academic Purposes 11, 267–275.
Yuanyi MA, Bo WANG, 2016: A Corpus-based Study of Connectors in Student Writing: A Comparison between a Native Speaker (NS) Corpus and a Non-native (NNS) Learner Corpus. International Journal of Applied Linguistics and English Literature 5/1, 113–118.
Anna MAURANEN, 1993: Contrastive ESP rhetoric: Metatext in Finnish-English economics texts. English for Specific Purposes 12/1, 3–22.
John C.P. MILTON, Elsa Shuk-Ching TSANG, 1993: A corpus-based study of logical connectors in EFL students’ writing: directions for future research. Studies in Lexis. Hgg. Richard Pemberton, Elza S. C. Tsang. Hong Kong: The Hong Kong University of Science and Technology, Language Center. 215–246.
John MILTON, 2001: Elements of a written interlanguage: A computational and corpusbased study of institutional influences on the acquisition of English by Hong Kong Chinese students. PhD. thesis. Hong Kong: The Hong Kong University of Science and Technology.
Atefe MIRSHAMSI, Hamid ALLAMI, 2013: Metadiscourse markers in the discussion/conclusion section of Persian and English master’s theses. The Journal of Teaching Language Skills 5/3, 23–40.
Masumi NARITA, Chieko SATO, Masatoshi SUGUIRA, 2004: Connector usage in the English essay writing of Japanese EFL learners. Proceedings of the Fourth International Conference on Language Resources and Evaluation (LREC’04). Lissabon, Portugal: European Language Resources Association (ELRA). 1171–1174.
Yong-Yae PARK, 2013: Corean College EFL Students´ Use of Contrastive Conjunctions in Argumentative Writing. English Teaching 68/2, 55–77.
Višnja PAVIČIĆ TAKAČ, 2018: Sentence-initial interactive metadiscourse and text coherence in EFL argumentative essays. Lonaka Journal of Learning and Teaching (special issue) Advances in Academic and Professional Writing Research, Pedagogy and Practice in Education: The Past, the Present and the Future, 13–29.
Ivo PRANJKOVIĆ, 2018: O riječima nego, no, već, još i tek. Fluminensia 30/1, 63–76.
Günther STORCH, 1999: Deutsch als Fremdsprache – Eine Didaktik. München: W. Fink.
Hacer Hande UYSAL, 2008: Tracing the culture behind writing: Rhetorical patterns and bidirectional transfer in L1 and L2 essays of Turkish writers in relation to educational context. Journal of Second Language Writing 17/3, 183–207.
William J. VANDE KOPPLE, 1985: Some Exploratory Discourse on Metadiscourse. College Composition and Communication 36/1, 82–93.
Radek VOGEL, 2008: Sentence linkers in essays and papers by native vs. non-native writers. Discourse and Interaction 1/2, 119–126.
Published
2023-06-01
How to Cite
Bagarić Medve V., & Karlak M. (2023). Transition markers in argumentative texts of native speakers and foreign language learners: comparison of Croatian as L1 and German as L2. Slavia Centralis, 16(1), 66–88. https://doi.org/10.18690/scn.16.1.66–88.2023
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