Textual and language features of students’ written discussion texts
The study examined whether it was more difficult for students to use the macro-organisational structure or the language features of discussion after genre-based instruction. Data were collected from 100 students enrolled in an English for Academic Purposes EAP! course at a "alaysian uni#ersity...
محفوظ في:
| المؤلفون الرئيسيون: | , |
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| التنسيق: | مقال |
| اللغة: | English |
| منشور في: |
Universiti Malaysia Sarawak, (UNIMAS)
2013
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| الموضوعات: | |
| الوصول للمادة أونلاين: | http://ir.unimas.my/id/eprint/8592/1/Textual%20and%20language.pdf http://ir.unimas.my/id/eprint/8592/ http://www.academia.edu/5885817/Ting_S._H._and_Chai_A._S._2013_._Textual_and_language_features_of_students_written_discussion_texts._Issues_in_Language_Studies_2_2_67-81 |
| الوسوم: |
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| الملخص: | The study examined whether it was more difficult for students to use the macro-organisational structure or the language features of discussion after genre-based instruction. Data were collected from 100 students enrolled in an English for Academic Purposes EAP! course at a "alaysian uni#ersity. They wrote an ad#antages-disad#antages essay which was analysed using $ee%&s 1''(! framewor). The results showed that about half of the students were unable to state the issue clearly at the beginning and assess the issue to conclude the discussion. $or the arguments* the topic sentences and supporting details were satisfactory. The arguments were signposted with se+uential* additi#e and ad#ersati#e connectors* and causal connectors were important for de#eloping the arguments. "odality was con#eyed mainly through ,can and ,we but the potential of conditional clauses to mo#e arguments forward was not realised. The findings indicate that structure deser#es more attention than language features in EAP courses. |
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