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۱Analyzing the Use of Relative Clauses in a Corpus of Argumentative Essays by IranianEFL Learners
اطلاعات انتشار: اولین کنفرانس ملی زبان انگلیسی، سال
تعداد صفحات: ۲۳
Syntactic complexity has received a great deal of attention in the literature on second language writing. Relative clauses, which function as a kind of noun phrase post–modifier, are among those structures that are believed to increase the complexity of academic prose. This grammatical structure canpose difficulties for EFL writers even at higher levels of proficiency, and it is therefore important to determine the frequency and accuracy with which relative clausesare usedby L2 learners;understanding learners’ strengths and weaknesses in using these structures can inform the process of their instruction in the writing classroom.This paper reports on a corpus–based comparison of relative clauses in a number of argumentative essays written by native and nonnative speakers of English. To this end, 30 argumentative essays were randomly selected from the Persiansub–corpus of the ICLE and the essays were analyzed with respect torelative clauses found in them. The results were then compared to a comparable corpus of essays by native speakers. Different dimensions regarding the structure of relative clauses were investigated, such as the role of relativizers, the gap, and the modified head nouns. The type of relative clause (restrictive\non–restrictive), the relativizer (adverbial\pronoun), the gap (subject\non–subject), and head nouns (both animate and non–animate) in our two sets of data were manually identified and coded. The Findings revealed that Iranian EFL writers tend to use a greater number of relative clauses compared to their native–speaker counterparts.<\div>

۲Syntactic Complexity in Academic writing: A Closer Look into Complex Noun Phrases
نویسنده(ها): ،
اطلاعات انتشار: اولین کنفرانس ملی زبان انگلیسی، سال
تعداد صفحات: ۲۷
The genre of academic research articles is unique in its frequent use of lengthy noun phrase structures. The density of extended noun phrases could be attributed to the need to convey a large amount of information in a limited number of words. Those seeking to write academic research articles, both native and non–native alike, would need to become familiar with this characteristic feature of the genre. In fact, Biber, Gray and Poonpon (2011) have predicted that the ability to employ such extended noun phrases is linked to the writer's level of proficiency. The purpose of this study is to test this hypothesis by comparing three groups of abstracts: one group by MA–level EFL non–native writers, a second group by PhD–level EFL non–native writers, and a third by a group of published native speaker abstracts. To this end, noun phrases in our three sets of data were identified and pre–and post–modifiers were manually coded. By comparing the phrasal structures of the abstracts, the differences between the three groups are observed. The findings of this study can reveal how advanced EFL writers differ from their native speaker counterparts, and can be of great significance to EFL writing instructors, textbook writers and advanced EFL students.<\div>
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