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AuthorAbdelhamid M., Ahmed
AuthorZhang, Xiao
AuthorRezk, Lameya M.
AuthorPearson, William S.
Available date2023-06-07T05:29:06Z
Publication Date2023-12-31
Publication NameAmpersand
Identifierhttp://dx.doi.org/10.1016/j.amper.2023.100110
CitationAhmed, Abdelhamid M., Xiao Zhang, Lameya M. Rezk, and William S. Pearson. "Transition markers in Qatari university students' argumentative writing: A cross-linguistic analysis of L1 Arabic and L2 English." Ampersand 10 (2023): 100110.
ISSN22150390
URIhttps://www.sciencedirect.com/science/article/pii/S2215039023000024
URIhttp://hdl.handle.net/10576/44011
AbstractThe current cross-linguistic study compares university students' use of transition markers (addition, compare/contrast, and consequence markers) in their L1 Arabic and L2 English argumentative writing. It also explores students' metalinguistic understanding of transition markers (TMs) through writing conversation interviews. We analysed the Qatari Corpus of Argumentative Writing (QCAW), which comprises 390 texts in L1 Arabic and L2 English written by the same Qatari undergraduate students. Using Hyland's (2005) model of metadiscourse, the findings revealed that frequencies of transition marker use among less proficient L2 English writers were closer to L1 Arabic. Based on the results of a writing proficiency test, low-proficiency students transferred overt strategies to signal transitions, supported by the interview findings. Interestingly, students with an average L2 English proficiency exhibited a greater variety in TMs. In contrast, higher-proficiency writers tended to use more complex and subtler means to indicate textual transitions. The students used TMs for different purposes. Lack of knowledge and writing under controlled conditions inhibited some participants from using TMs. The paper concludes with pedagogical implications for teaching and assessing TMs.
Languageen
PublisherElsevier
SubjectTransition Markers (TMs)
Metadiscourse
Cross-linguistic
L1 Arabic
L2 English
Argumentative writing
Metalinguistic understanding
TitleTransition markers in Qatari university students' argumentative writing: A cross-linguistic analysis of L1 Arabic and L2 English
TypeArticle
Volume Number10
Open Access user License http://creativecommons.org/licenses/by/4.0/
dc.accessType Open Access


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