The Use of Linking Adverbials in Academic Essays by Non-Native Writers: How Data-Driven Learning Can Help
The Use of Linking Adverbials in Academic Essays by Non-Native Writers: How Data-Driven Learning Can Help
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非母语作家在学术论文中使用链接状语：数据驱动学习如何提供帮助
DOI：
10.11139/cj.30.3.410-422
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
J. Garner
中科院分区：
文献类型：
--
作者：
J. Garner
使用数据驱动学习（Data Driven Learning，简称DATA）方法。大多数关于词汇的研究都集中在词汇的习得上，包括词汇正确使用所必需的广泛信息。有一类词汇尚未得到适当的研究，那就是连接状语。连接状语的作用是帮助作者使语篇连贯。第二语言作者也很难掌握它们，许多语言学习者在语义和文体上滥用它们。本研究试图确定，如果ESTA可以帮助学生完成这一任务。本研究调查了学生写作中学术联系状语的正确语义用法和使用比例。研究结果表明，连缀技术确实有助于学生在写作中习得和更好地使用连缀状语。与接受传统连接状语教学的学生相比，接受网络教学的学生在语义和文体上使用连接状语的能力都有了更大的提高。
in the use of data-driven learning (DDL) approaches. Most studies of DDL have focused on the acquisition of vocabulary items, including a wide range of information necessary for their correct usage. One type of vocabulary that has yet to be properly investigated has been linking adverbials. Linking adverbials serve to assist writers in giving cohesion to their texts. They are also difficult for second language writers to acquire, with many language learners misusing them semantically and stylistically. This study attempts to determine if DDL can assist students with this task. It investigates the correct semantic usage and proportion of academic linking adverbials in student writing both before and following treatment. Results indicate that DDL techniques do in fact help students acquire and better employ linking adverbials in their writing. Students receiving DDL instruction made greater improvements in their use of linking adverbials, both semantically and stylistically, compared to a group that received traditional linking adverbial instruction.