This study analyses specific written discourse productio n in which NNSs’ usage of E nglish tenses and voice appears to be dramatically different from that of NSs. The data for the study narrowly focuses on a small number of verb phrase features, such as tenses, aspects and the passive voice, examining how they are presented in writing instruction texts and identifying areas of L2 learning in n...

The absolute hegemony of international code of (academic) communication has resulted in the development and spread of the discoursal voice of the culture form which historical English has emerged, and, as a consequence, any violation from the generic conventions and thinking patterns born out of such a discourse has resulted in the deprivation of non-native thinkers form active participation in...

This study analyzes the types and frequencies of hedges and intensifiers employed in NS and NNS academic essays included in a corpus of L1 and L2 student academic texts (745 essays/220,747 words). The overarching goal of this investigation is to focus on these lexical and syntactic features of written discourse because they effectively lend themselves to instruction in L2 academic writing cours...

1. Thank you very much for inviting me to speak to you this morning. My title is ‘Authority Lost and Gained: the changing coordination and control of academic work’. What it attempts to express is a sense of balance. There have been gains as well as losses in terms of academic authority – a necessary corrective, I believe, to the standard discourse of decline-and-fall, of the irresistible rise ...

first-year university students do not always know what they are trying to write. The problem certainly is not confined to each student’s freshman year—sophomores, seniors, professional writers, and academics all face it. But the struggle to reconcile competing and often contradictory ways of thinking, speaking, and writing are made particularly acute for many first-year students because they ar...

Discourse analyses of science teaching have revealed patterns of knowledge structures (KS) reflecting Halliday's observation that science teaching involves constructing technical taxonomies and relating them in logical sequences. In science education, this pattern has included problem solving as a way for teachers to assess learning. Science has always been considered an academic subject, but h...

This study examined teacher}student discourse from a sociocultural perspective in order to ascertain the nature of e!ective instruction for school-age students with learning disabilities. This discussion examines one teacher's resource room instruction that was part of a larger study of teacher}student discourse. The results suggested two considerations: (1) the importance of teacher self-re#ec...