I/YOU/WE IN DISCOURSE COMPETENCE IN THE LIGHT OF CONTRASTIVE INTERLANGUAGE ANALYSIS
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Published:
Dec 3, 2021
Keywords:
Contrastive Interlanguage Analysis, L1 Serbian speakers of English, the ICLE corpus, the KorSSAng corpus, pronouns, style, teaching writing
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Abstract
This paper explores two discourse phenomena: the first and second personal pronoun use in the function of personal metadiscourse and the formality level fluctuation, in the written discourse in L1 Serbian (the KorSSAng corpus). In the light of Contrastive Interlanguage Analysis, the results are compared to the results of the previous research performed on the reference L2 corpus in English of the same group of language users (the ICLE-SE corpus). The comparison has clearly shown that the weaknesses of the L2 discourse competence identified in the previous research are regularly found in the L1 written discourse. Generally speaking, the results undoubtedly point out that a more systematic teaching writing approach is needed, not only in the L2, but also in the L1 Serbian classes. Therefore the paper offers a pedagogically-oriented approach to teaching writing based on authentic corpora classroom use (Data-driven learning), suggesting specific classroom activities enhancing students’ discourse competence in both L1 and L2.
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How to Cite
Марковић, Ј. М., & Станковић, Р. М. (2021). I/YOU/WE IN DISCOURSE COMPETENCE IN THE LIGHT OF CONTRASTIVE INTERLANGUAGE ANALYSIS. Methodical Perspectives, 12(12), 95–119. https://doi.org/10.19090/mv.2021.12.95-119
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Section
НАСТАВА СТРАНИХ ЈЕЗИКА, КЊИЖЕВНОСТИ И КУЛТУРА
References
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Ädel, A., & Mauranen, A. (2010). Metadiscourse: Diverse and Divided Perspectives. Nordic Journal of English Studies 9 (2): 1–11.
Altenberg, B., & Granger, S. (2001). The Grammatical and Lexical Patterning of MAKE in Native and Non-native Student Writing. Applied Linguistics 22 (2): 173–195.
Appel, R., & Szeib, A. (2018). Linking adverbials in L2 English academic writing: L1-relare differences. System 78: 115–129.
Deshors, S. C., Götz, S., & Laporte, S. (Еds.). (2018). Rethinking Linguistic Creativity in Non-native Englishes (Benjamins Current Topics ed., vol. 98). Amsterdam / Philadelphia: John Benjamins.
Gilquin, G., & Granger, S. (2011). From EFL to ESL: Evidence from the International Corpus of Learner English, in Exploring Second-Language Varieties of English and Learner Englishes: Bridging a paradigm gap, eds. J. Mukherjee, M. Hundt (Amsterdam / Philadelphia: John Benjamins): 55–78.
Gilquin, G., Granger, S., & Paquot, M. (2007). Learner corpora: The missing link in EAP pedagogy. Journal of English for Academic Purposes 6 (4): 319–335.
Granger, S. (1993). The International Corpus of Learner English, in English Language Corpora: Design, Analysis and Exploitation, eds. J. Aarts, P. de Haan, & N. Oоstdijk (Amsterdam: Rodopi): 51–71.
Granger, S. (1996). From CA to CIA and back: An integrated approach to computerized bilingual and learner corpora, in Languages in Contrast: Text-based cross-linguistic studies, eds. K. Aijmer, B. Altenberg, & M. Johansson (Lund: Lund University Press): 37–51.
Granger, S. (2002). A Bird's-eye view of learner corpus research, in Computer Learner Corpora, Second Language Acquisition and Foreign Language Teaching, eds. S. Granger, J. Hung, & S. Petch-Tyson (Amsterdam / Philadelphia: John Benjamins): 3–33.
Granger, S. (2003). The International Corpus of Learner English: A New Resource for Language Learning and Teaching and Second Language Acquisition Research. TESOL Quarterly 37 (3): 538–546.
Granger, S. (2015). Contrastive interlanguage analysis: A reappraisal. International Journal of Learner Corpus Research 1 (1): 7–24.
Granger, S., Dupont, M., Meunier, F., Naets, H., & Paquot, M. Eds. (2020). International Corpus of Learner English 3. Louvain-la-Neuve: Presses universitaires de Louvain.
Greenbaum, S., & Quirk, R. (1990). A Student’s Grammar of the English Language. Harlow: Longman.
Hyland, K. (2005). Metadiscourse: Exploring Interaction in Writing. London: Continuum.
Hyland, K. (2008). As can be seen: Lexical bundles and disciplinary variation. English for Specific Purposes 27: 4–21.
Hyland, K., & Tse, P. (2004). Metadiscourse in Academic Writing: A Reappraisal. Applied Linguistics 25 (2): 156–177.
Ivanič, R., & Camps, D. (2001). I am how I sound: Voice as self-representation in L2 wrting. Journal of Second Language Writing 10: 3–33.
Jarvis, S. (2000). Methodological rigour in the study of transfer: identifying L1 influence in the interlanguage lexicon. Language Learning 50 (2): 245–309.
Jarvis, S. (2011). Data mining with learner corpora, in A Taste for Corpora: In honour of Sylviane Granger, eds. F. Meunier, S. De Cock, G. Gilquin, & M. Paquot (Amsterdam / Philadelphia: John Benjamins): 127–154.
Jarvis, S., & Pavlenko, A. (2008). Crosslinguistic influence in language and cognition. New York and London: Routledge.
Krstev, C. (2008). Processing of Serbian – Automata, Texts and Electronic Dictionaries. Belgrade: Faculty of Philology, University of Belgrade.
Kuo, C.-H. (1999). The Use of Personal pronouns: Role Relationships in Scientific Journal Articles. English for Specific Purposes 18 (2): 121–138.
Lee, D. Y., & Chen, S. X. (2009). Making a bigger deal of the smaller words: Function words and other key items in research writing by Chinese learners. Journal of Second Language Writing 18: 281–296.
Марковић, Ј. (2017). Лични метадискурс у писању код неизворних и изворних говорника енглеског језика. Филолог 15: 44–60. [Marković, J. (2017). Lični metadiskurs u pisanju kod neizvornih i izvornih govornika engleskog jezika. Filolog 15: 44–60].
Марковић, Ј. (2019). Кроз призму контрастивне анализе међујезика. Пале: Филозофски факултет. [Marković, J. (2019). Кroz prizmu kontrastivne analize međujezika. Pale: Filozofski fakultet].
Mizumoto, A., & Chujo, K. (2016). Who is data-driven learning for? Challenging the monolithic view of its relationship with learning styles. System 61: 55–64.
Nesselhauf, N. (2005). Collocations in a Learner Corpus (Studies in Corpus Linguistics ed., vol. 14). Amsterdam / Philadelphia: John Benjamins.
Paquot, M. (2017). L1 frequency in foreign language acqusition: Recurrent word combinations in French and Spanish EFL learner writing. Second Language Research 33(1): 13–32.
Paquot, M., & Granger, S. (2012). Formulaic language in learner corpora. Annual Review of Applied Linguistics 32: 130–149.
Radić-Bojanić, B. (2019). Neodređena zamenica one u pisanju kod neizvornih govornika engleskog jeziku [Indefinite pronoun one in academic writing of non-native speakers of English]. Godišnjak Filozofskog fakulteta u Novom Sadu 44 (2): 39–52.
Radonja, M. (2019). The Use of Interactive Metadiscourse in Serbian Students’ Writing in English. Радови Филозофског факултета: часопис за хуманистичке и друштвене науке 21: 121–134.
Schmid, H. (1997). Improvements in Part-of-Speech Tagging with an Application to German. In Natural Language Processing Using Very Large Corpora, eds. S. Armstrong et al. (Dordrecht: Springer): 13–25.
Schmid, H. (1999). Probabilistic Part-of-Speech Tagging Using Decision Trees. In New Methods in Language Processing, ed. D. B. Jones (London: Routledge): 154–164.
Sinclair, J. (2004). Introduction, in How to Use Corpora in Language Teaching (Studies in Corpus Linguistics ed., vol. 12), ed. J. Sinclair (Amsterdam / Philadelphia: John Benjamins): 1–10.
Sorace, A. (2003). Near-Nativeness, in The Handbook of Second Language Acquisition, eds. C. J. Doughty, & M. H. Long (Malden: Blackwell Publishing): 130–151.
Stanković, R., Šandrih, B., Krstev, C., Utvić, M., & Škorić, M. (2020). Machine Learning and Deep Neural Network-Based Lemmatization and Morphosyntactic Tagging for Serbian, in Proceedings of the 12th International Conference on Language Resources and Evaluation, LREC, eds. N. Calzolari et al. (Marseille: European Language Resources Association): 3947–3955.
Šućur, S. (2019). Reverse Transfer in Adult Serbian EFL Learners’ Writing – A Corpus Based Study, in CELLS – Beyond Hermeneutics: Challenging Traditional Approaches to Literary and Language Studies, eds. Ž. Babić et al. (Banja Luka: Faculty of Philology): 141–159.
Tomašević, A., Stanković, R., Utvić, M., Obradović, I., & Kolonja, B. (2018). Managing Mining Project Documentation Using Human Language Technology. The Electronic Library 36 (6): 993–1009.
Утвић, М. (2011). Анотација Kорпуса савременог српског језика. ИНФОтека 12 (2): 39–51. [Utvić, M. (2011). Anotacija Кorpusa savremenog srpskog jezika. INFOteka 12 (2): 39–51].
Ädel, A., & Mauranen, A. (2010). Metadiscourse: Diverse and Divided Perspectives. Nordic Journal of English Studies 9 (2): 1–11.
Altenberg, B., & Granger, S. (2001). The Grammatical and Lexical Patterning of MAKE in Native and Non-native Student Writing. Applied Linguistics 22 (2): 173–195.
Appel, R., & Szeib, A. (2018). Linking adverbials in L2 English academic writing: L1-relare differences. System 78: 115–129.
Deshors, S. C., Götz, S., & Laporte, S. (Еds.). (2018). Rethinking Linguistic Creativity in Non-native Englishes (Benjamins Current Topics ed., vol. 98). Amsterdam / Philadelphia: John Benjamins.
Gilquin, G., & Granger, S. (2011). From EFL to ESL: Evidence from the International Corpus of Learner English, in Exploring Second-Language Varieties of English and Learner Englishes: Bridging a paradigm gap, eds. J. Mukherjee, M. Hundt (Amsterdam / Philadelphia: John Benjamins): 55–78.
Gilquin, G., Granger, S., & Paquot, M. (2007). Learner corpora: The missing link in EAP pedagogy. Journal of English for Academic Purposes 6 (4): 319–335.
Granger, S. (1993). The International Corpus of Learner English, in English Language Corpora: Design, Analysis and Exploitation, eds. J. Aarts, P. de Haan, & N. Oоstdijk (Amsterdam: Rodopi): 51–71.
Granger, S. (1996). From CA to CIA and back: An integrated approach to computerized bilingual and learner corpora, in Languages in Contrast: Text-based cross-linguistic studies, eds. K. Aijmer, B. Altenberg, & M. Johansson (Lund: Lund University Press): 37–51.
Granger, S. (2002). A Bird's-eye view of learner corpus research, in Computer Learner Corpora, Second Language Acquisition and Foreign Language Teaching, eds. S. Granger, J. Hung, & S. Petch-Tyson (Amsterdam / Philadelphia: John Benjamins): 3–33.
Granger, S. (2003). The International Corpus of Learner English: A New Resource for Language Learning and Teaching and Second Language Acquisition Research. TESOL Quarterly 37 (3): 538–546.
Granger, S. (2015). Contrastive interlanguage analysis: A reappraisal. International Journal of Learner Corpus Research 1 (1): 7–24.
Granger, S., Dupont, M., Meunier, F., Naets, H., & Paquot, M. Eds. (2020). International Corpus of Learner English 3. Louvain-la-Neuve: Presses universitaires de Louvain.
Greenbaum, S., & Quirk, R. (1990). A Student’s Grammar of the English Language. Harlow: Longman.
Hyland, K. (2005). Metadiscourse: Exploring Interaction in Writing. London: Continuum.
Hyland, K. (2008). As can be seen: Lexical bundles and disciplinary variation. English for Specific Purposes 27: 4–21.
Hyland, K., & Tse, P. (2004). Metadiscourse in Academic Writing: A Reappraisal. Applied Linguistics 25 (2): 156–177.
Ivanič, R., & Camps, D. (2001). I am how I sound: Voice as self-representation in L2 wrting. Journal of Second Language Writing 10: 3–33.
Jarvis, S. (2000). Methodological rigour in the study of transfer: identifying L1 influence in the interlanguage lexicon. Language Learning 50 (2): 245–309.
Jarvis, S. (2011). Data mining with learner corpora, in A Taste for Corpora: In honour of Sylviane Granger, eds. F. Meunier, S. De Cock, G. Gilquin, & M. Paquot (Amsterdam / Philadelphia: John Benjamins): 127–154.
Jarvis, S., & Pavlenko, A. (2008). Crosslinguistic influence in language and cognition. New York and London: Routledge.
Krstev, C. (2008). Processing of Serbian – Automata, Texts and Electronic Dictionaries. Belgrade: Faculty of Philology, University of Belgrade.
Kuo, C.-H. (1999). The Use of Personal pronouns: Role Relationships in Scientific Journal Articles. English for Specific Purposes 18 (2): 121–138.
Lee, D. Y., & Chen, S. X. (2009). Making a bigger deal of the smaller words: Function words and other key items in research writing by Chinese learners. Journal of Second Language Writing 18: 281–296.
Марковић, Ј. (2017). Лични метадискурс у писању код неизворних и изворних говорника енглеског језика. Филолог 15: 44–60. [Marković, J. (2017). Lični metadiskurs u pisanju kod neizvornih i izvornih govornika engleskog jezika. Filolog 15: 44–60].
Марковић, Ј. (2019). Кроз призму контрастивне анализе међујезика. Пале: Филозофски факултет. [Marković, J. (2019). Кroz prizmu kontrastivne analize međujezika. Pale: Filozofski fakultet].
Mizumoto, A., & Chujo, K. (2016). Who is data-driven learning for? Challenging the monolithic view of its relationship with learning styles. System 61: 55–64.
Nesselhauf, N. (2005). Collocations in a Learner Corpus (Studies in Corpus Linguistics ed., vol. 14). Amsterdam / Philadelphia: John Benjamins.
Paquot, M. (2017). L1 frequency in foreign language acqusition: Recurrent word combinations in French and Spanish EFL learner writing. Second Language Research 33(1): 13–32.
Paquot, M., & Granger, S. (2012). Formulaic language in learner corpora. Annual Review of Applied Linguistics 32: 130–149.
Radić-Bojanić, B. (2019). Neodređena zamenica one u pisanju kod neizvornih govornika engleskog jeziku [Indefinite pronoun one in academic writing of non-native speakers of English]. Godišnjak Filozofskog fakulteta u Novom Sadu 44 (2): 39–52.
Radonja, M. (2019). The Use of Interactive Metadiscourse in Serbian Students’ Writing in English. Радови Филозофског факултета: часопис за хуманистичке и друштвене науке 21: 121–134.
Schmid, H. (1997). Improvements in Part-of-Speech Tagging with an Application to German. In Natural Language Processing Using Very Large Corpora, eds. S. Armstrong et al. (Dordrecht: Springer): 13–25.
Schmid, H. (1999). Probabilistic Part-of-Speech Tagging Using Decision Trees. In New Methods in Language Processing, ed. D. B. Jones (London: Routledge): 154–164.
Sinclair, J. (2004). Introduction, in How to Use Corpora in Language Teaching (Studies in Corpus Linguistics ed., vol. 12), ed. J. Sinclair (Amsterdam / Philadelphia: John Benjamins): 1–10.
Sorace, A. (2003). Near-Nativeness, in The Handbook of Second Language Acquisition, eds. C. J. Doughty, & M. H. Long (Malden: Blackwell Publishing): 130–151.
Stanković, R., Šandrih, B., Krstev, C., Utvić, M., & Škorić, M. (2020). Machine Learning and Deep Neural Network-Based Lemmatization and Morphosyntactic Tagging for Serbian, in Proceedings of the 12th International Conference on Language Resources and Evaluation, LREC, eds. N. Calzolari et al. (Marseille: European Language Resources Association): 3947–3955.
Šućur, S. (2019). Reverse Transfer in Adult Serbian EFL Learners’ Writing – A Corpus Based Study, in CELLS – Beyond Hermeneutics: Challenging Traditional Approaches to Literary and Language Studies, eds. Ž. Babić et al. (Banja Luka: Faculty of Philology): 141–159.
Tomašević, A., Stanković, R., Utvić, M., Obradović, I., & Kolonja, B. (2018). Managing Mining Project Documentation Using Human Language Technology. The Electronic Library 36 (6): 993–1009.
Утвић, М. (2011). Анотација Kорпуса савременог српског језика. ИНФОтека 12 (2): 39–51. [Utvić, M. (2011). Anotacija Кorpusa savremenog srpskog jezika. INFOteka 12 (2): 39–51].