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EFL Learners’ Writing styles
via Corpus Driven Approach
Rinda Warawudhi & Wipa Praditwiengkham
Burapha University, THAILAND
The 6th ICLEHI, 22-23 April 2017,
Singapore
2
Why did this project?
3
Writing Courses
Literature Track Business English Track
English Writing Skills English Writing Skills
Paragraph Writing
English Writing for Business
Communication
Essay Writing
Business Note Taking and
Summarizing
Summary Writing
Business Conversation and
Negotiation
Project Writing in English Project Writing in Business
4
The 6th ICLEHI, 22-23 April 2017,
Singapore
Project Writing – Course Description
• This course guides students through the
process of developing and writing a project.
• Course topics include idea organization and
development, word choice, advanced
grammar, writing convention for project
development and writing.
• As a result, students are required to produce
an English writing work in accordance with the
learner’s interest under the guidance of the
lecturer.
5
The 6th ICLEHI, 22-23 April 2017,
Singapore
6
The 6th ICLEHI, 22-23 April 2017,
Singapore
Why did this project?
• For University - curriculum
• For students
• For English teachers
7
The 6th ICLEHI, 22-23 April 2017,
Singapore
Objectives of the Study
• To study EFL learners’ writing style
• To discover how writing styles of Thai learners
(NNS) differ from native-speaker learns (NS)
8
How do Thai EFL learners'
writing style differ from native
speaker learners?
Research
Question
The 6th ICLEHI, 22-23 April 2017,
Singapore
Methodology
9
BUU corpus
• 19 writing projects
from 4th year English
major students in
Burapha University,
Chon Buri
• 60,805 words
BAWE corpus
• British Academic
Written English
• 2,761 pieces (500-
5,000 words)
• by the universities of
Warwick, Reading and
Oxford Brookes.
• Available at
http://ota.ahds.ac.uk/
AntConc
• By Laurence Anthony
(2005 & 2016)
• Version 3.4.4w
• Log-Likelihood ratio
A corpus driven approach
The 6th ICLEHI, 22-23 April 2017,
Singapore
Why corpus analysis?
• focuses on a range of features that NNS
differ from NSNS vs NNS
• highlights on the differentiation between
speakers from different mother tongue
backgrounds
NNS vs NNS
• explain the phenomenon of the outstanding
linguistic features of target corpus
NS vs NNS vs
NNS ???
10
Granger (2002)
Literature Review
Author (s) Corpora Features
Mo (2015) LOCNESS vs Chinese
learners
Connectives
Ersanli (2015) BAWE vs Turkish univ.
students
Cohesive devices
Hao-Jan Chen,
et al (2015)
NS journals vs Taiwanese
MA thesis vs NS MA
thesis
Phrasal verbs
Paquot et al
(2013)
ICLE vs VESPA,
LOCNESS vs BAWE
Writer/reader
visibility
Leedham and
Cai (2013)
BAWE vs Chinese
learners vs ELT teaching
material
Linking adverbials
11
Corpus Driven Approach
12
Positive keyness Negative keyness
Overuse words Underuse words
The 6th ICLEHI, 22-23 April 2017,
Singapore
13
Findings
Positive keyness Negative keyness
1. words for subjects
2. "got" instead of "obtain"
3. buy, buyer, buyers, buying
and bought
4. "who" relative clauses
1. hedges (may, would) and
attitude markers (should,
must)
2. contrastive linking words
(however, although, and
whilst)
3. "its”
The 6th ICLEHI, 22-23 April 2017,
Singapore
Positive Keyness
1. words for subjects
14
• "...In addition, with reference to the answer of
the participants in an interview, there was
unexpected answer. Some of the participants
felt out of control themselves when they had
to talk with the foreigners. Even the
participants studied in English major,
sometime they felt lack confident and excited
to communicate with the foreigners..."
(buu05.txt)
15
Positive Keyness
1. words for subjects
The 6th ICLEHI, 22-23 April 2017,
Singapore
16
Positive Keyness
2) "got" instead of "obtain"
17
became
obtained
Rank Frequency Keyness Keywords
57 63 226.425 buy
99 36 148.731 buyers
101 41 145.740 buying
122 27 117.420 buyer
137 31 108.616 bought
329 29 61.605 purchase
408 16 28.976 purchasing
456 6 26.240 purchasers
18
Positive Keyness
3. buy, buyer, buyers, buying and bought
Lemma Word Forms of "buy" and "purchase" in BUU Corpus
The 6th ICLEHI, 22-23 April 2017,
Singapore
19
Positive Keyness
4. "who" relative clauses
Other relative clauses with other words e.g. where, when,
or which were not included in the top 500 positive
keywords.
The 6th ICLEHI, 22-23 April 2017,
Singapore
Rank Frequency Keyness Keywords
17 43 54.137 may
19 68 52.947 would
29 29 40.123 should
55 17 27.432 must
20
Negative Keyness
1. hedges (may, would) and attitude markers (should, must)
The 6th ICLEHI, 22-23 April 2017,
Singapore
Rank Frequency Keyness Keywords
18 51 53.410 however
39 13 32.779 although
29 1 27.545 Whilst
257 54
56.179
(positive)
addition
21
Negative Keyness
2. contrastive linking words (however, although, and whilst)
The 6th ICLEHI, 22-23 April 2017,
Singapore
22
The 6th ICLEHI, 22-23 April 2017,
Singapore
BUU corpus BAWE corpus
Hits Keyness
Found
plots
Hits Found plots
its 17
-138.061 9
(47.36%)
11,933
2,146
(79.01%)
their 389
+154.904 19
(100%)
19,073
2,375
(87.44%)
23
Negative Keyness
3. "its”
The 6th ICLEHI, 22-23 April 2017,
Singapore
Discussion & Conclusion
1. more "plural" than
"singular"
2. more personal and less
academic
3. higher density but lesser
variety
24
The 6th ICLEHI, 22-23 April 2017,
Singapore
Review of syllabi and
Discussion with writing teachers
• students have been informed to use variety of
word choices and sentence patterns
• not written in grading criteria for these actions
• students then preferred to use words or
patterns that they were very certain for
accuracy
25
The 6th ICLEHI, 22-23 April 2017,
Singapore
Why did this project?
• For University - curriculum
• For students
• For English teachers
26
The 6th ICLEHI, 22-23 April 2017,
Singapore
Limitations
• The study cannot represent Thai learners’
writing styles
• Small groups of corpus might not represent
English major undergraduates in Burapha
University
• Reference corpus should be equivalent to the
study corpus
27
The 6th ICLEHI, 22-23 April 2017,
Singapore
Further studies
• The use of extra exercise reflecting the writing
behaviors for these learners to judge their
perceptions toward their writing style
• Longitudinal studies to observe their
development of writing performance along
these five writing courses
28
The 6th ICLEHI, 22-23 April 2017,
Singapore
29
Question & Answer
30
THANK YOU!

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EFL Learners’ Writing styles via Corpus Driven Approach

  • 1. EFL Learners’ Writing styles via Corpus Driven Approach Rinda Warawudhi & Wipa Praditwiengkham Burapha University, THAILAND The 6th ICLEHI, 22-23 April 2017, Singapore
  • 2. 2
  • 3. Why did this project? 3
  • 4. Writing Courses Literature Track Business English Track English Writing Skills English Writing Skills Paragraph Writing English Writing for Business Communication Essay Writing Business Note Taking and Summarizing Summary Writing Business Conversation and Negotiation Project Writing in English Project Writing in Business 4 The 6th ICLEHI, 22-23 April 2017, Singapore
  • 5. Project Writing – Course Description • This course guides students through the process of developing and writing a project. • Course topics include idea organization and development, word choice, advanced grammar, writing convention for project development and writing. • As a result, students are required to produce an English writing work in accordance with the learner’s interest under the guidance of the lecturer. 5 The 6th ICLEHI, 22-23 April 2017, Singapore
  • 6. 6 The 6th ICLEHI, 22-23 April 2017, Singapore
  • 7. Why did this project? • For University - curriculum • For students • For English teachers 7 The 6th ICLEHI, 22-23 April 2017, Singapore
  • 8. Objectives of the Study • To study EFL learners’ writing style • To discover how writing styles of Thai learners (NNS) differ from native-speaker learns (NS) 8 How do Thai EFL learners' writing style differ from native speaker learners? Research Question The 6th ICLEHI, 22-23 April 2017, Singapore
  • 9. Methodology 9 BUU corpus • 19 writing projects from 4th year English major students in Burapha University, Chon Buri • 60,805 words BAWE corpus • British Academic Written English • 2,761 pieces (500- 5,000 words) • by the universities of Warwick, Reading and Oxford Brookes. • Available at http://ota.ahds.ac.uk/ AntConc • By Laurence Anthony (2005 & 2016) • Version 3.4.4w • Log-Likelihood ratio A corpus driven approach The 6th ICLEHI, 22-23 April 2017, Singapore
  • 10. Why corpus analysis? • focuses on a range of features that NNS differ from NSNS vs NNS • highlights on the differentiation between speakers from different mother tongue backgrounds NNS vs NNS • explain the phenomenon of the outstanding linguistic features of target corpus NS vs NNS vs NNS ??? 10 Granger (2002)
  • 11. Literature Review Author (s) Corpora Features Mo (2015) LOCNESS vs Chinese learners Connectives Ersanli (2015) BAWE vs Turkish univ. students Cohesive devices Hao-Jan Chen, et al (2015) NS journals vs Taiwanese MA thesis vs NS MA thesis Phrasal verbs Paquot et al (2013) ICLE vs VESPA, LOCNESS vs BAWE Writer/reader visibility Leedham and Cai (2013) BAWE vs Chinese learners vs ELT teaching material Linking adverbials 11
  • 12. Corpus Driven Approach 12 Positive keyness Negative keyness Overuse words Underuse words The 6th ICLEHI, 22-23 April 2017, Singapore
  • 13. 13 Findings Positive keyness Negative keyness 1. words for subjects 2. "got" instead of "obtain" 3. buy, buyer, buyers, buying and bought 4. "who" relative clauses 1. hedges (may, would) and attitude markers (should, must) 2. contrastive linking words (however, although, and whilst) 3. "its” The 6th ICLEHI, 22-23 April 2017, Singapore
  • 14. Positive Keyness 1. words for subjects 14
  • 15. • "...In addition, with reference to the answer of the participants in an interview, there was unexpected answer. Some of the participants felt out of control themselves when they had to talk with the foreigners. Even the participants studied in English major, sometime they felt lack confident and excited to communicate with the foreigners..." (buu05.txt) 15 Positive Keyness 1. words for subjects The 6th ICLEHI, 22-23 April 2017, Singapore
  • 16. 16 Positive Keyness 2) "got" instead of "obtain"
  • 18. Rank Frequency Keyness Keywords 57 63 226.425 buy 99 36 148.731 buyers 101 41 145.740 buying 122 27 117.420 buyer 137 31 108.616 bought 329 29 61.605 purchase 408 16 28.976 purchasing 456 6 26.240 purchasers 18 Positive Keyness 3. buy, buyer, buyers, buying and bought Lemma Word Forms of "buy" and "purchase" in BUU Corpus The 6th ICLEHI, 22-23 April 2017, Singapore
  • 19. 19 Positive Keyness 4. "who" relative clauses Other relative clauses with other words e.g. where, when, or which were not included in the top 500 positive keywords. The 6th ICLEHI, 22-23 April 2017, Singapore
  • 20. Rank Frequency Keyness Keywords 17 43 54.137 may 19 68 52.947 would 29 29 40.123 should 55 17 27.432 must 20 Negative Keyness 1. hedges (may, would) and attitude markers (should, must) The 6th ICLEHI, 22-23 April 2017, Singapore
  • 21. Rank Frequency Keyness Keywords 18 51 53.410 however 39 13 32.779 although 29 1 27.545 Whilst 257 54 56.179 (positive) addition 21 Negative Keyness 2. contrastive linking words (however, although, and whilst) The 6th ICLEHI, 22-23 April 2017, Singapore
  • 22. 22 The 6th ICLEHI, 22-23 April 2017, Singapore
  • 23. BUU corpus BAWE corpus Hits Keyness Found plots Hits Found plots its 17 -138.061 9 (47.36%) 11,933 2,146 (79.01%) their 389 +154.904 19 (100%) 19,073 2,375 (87.44%) 23 Negative Keyness 3. "its” The 6th ICLEHI, 22-23 April 2017, Singapore
  • 24. Discussion & Conclusion 1. more "plural" than "singular" 2. more personal and less academic 3. higher density but lesser variety 24 The 6th ICLEHI, 22-23 April 2017, Singapore
  • 25. Review of syllabi and Discussion with writing teachers • students have been informed to use variety of word choices and sentence patterns • not written in grading criteria for these actions • students then preferred to use words or patterns that they were very certain for accuracy 25 The 6th ICLEHI, 22-23 April 2017, Singapore
  • 26. Why did this project? • For University - curriculum • For students • For English teachers 26 The 6th ICLEHI, 22-23 April 2017, Singapore
  • 27. Limitations • The study cannot represent Thai learners’ writing styles • Small groups of corpus might not represent English major undergraduates in Burapha University • Reference corpus should be equivalent to the study corpus 27 The 6th ICLEHI, 22-23 April 2017, Singapore
  • 28. Further studies • The use of extra exercise reflecting the writing behaviors for these learners to judge their perceptions toward their writing style • Longitudinal studies to observe their development of writing performance along these five writing courses 28 The 6th ICLEHI, 22-23 April 2017, Singapore