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Caprario, Marcella; Taguchi, Naoko; Reppen, Randi – Language Learning Journal, 2022
Pragmatic markers perform important communicative functions, but they can be difficult to learn in a second language because of their multifunctionality and lack of salience during communicative events. This study has two goals: (1) to describe the communicative functions of the pragmatic marker "I mean" in academic discourse; and (2) to…
Descriptors: Teaching Methods, Computational Linguistics, Second Language Learning, Second Language Instruction
Eom, Mijin; Papi, Mostafa – English Teaching, 2022
Many empirical findings of previous studies have suggested a connection between motivational factors and L2 writing. Nonetheless, the impact of motivational factors on the genre-based L2 writing has not gained much attention. The present study explored the extent to which the characteristics of two writing tasks involving different genres interact…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Correlation
Min, Soohyun; Paek, Jin Kyung; Kang, Yusun – English Teaching, 2019
In argumentative writing, writers are expected to use hedged expressions and stance devices through specific linguistic expressions to convince their proposition effectively. Yet little research attention has been paid to whether the inclusion of such devices is related to the overall quality of second or foreign language learners' argumentative…
Descriptors: Persuasive Discourse, Writing (Composition), Advanced Students, Second Language Learning
Ha, Hye Seung – English Teaching, 2019
Lexical richness makes an important contribution to L2 writing quality. To explore its importance, the study aims to identify and explain how lexical richness manifests in argumentative essays written in the final exam of reading and writing class by thirty-five undergraduates. The lexical richness consists of four interrelated elements: lexical…
Descriptors: Undergraduate Students, Vocabulary Skills, Language Usage, Writing Skills
Sadeghi, Karim; Mosalli, Zahra – Iranian Journal of Language Teaching Research, 2013
Based on Robinson's (2005) Cognition Hypothesis and Skehan and Foster's (2001) Limited Attentional Capacity Model, the current study attempted to investigate the effect of manipulating task complexity on argumentative writing quality in terms of lexical complexity, fluency, grammatical accuracy, and syntactic complexity. Task complexity was…
Descriptors: Persuasive Discourse, Writing (Composition), College Students, Comparative Analysis