Abstract
Syntactic complexity has been extensively approached in the fields of corpus linguistics and academic discourse studies. However, works focusing on disciplinary variation in terms of linguistic complexity and comparison of professional and novice academic writing are scarce. Addressing these issues is likely to have important implications for EAP/ESP practitioners in terms of selection of target structures and learning material design. This study is a corpus analysis of the use of clausal complexity features in two social sciences, management and economics. The research is based on two kinds of corpora: expert corpora which comprise articles published in peer-reviewed journals, and learner corpora of L2 undergraduate students’ research papers. This work aims at answering two questions: Do clausal complexity features vary in the texts in management and economics? What are the differences in syntactic use between the academic texts written by professional authors and learner writing? The data showed that economists and managers tend to use the structures under consideration with significantly different frequencies. The professional writing was found to demonstrate more signs of clausal complexity than the learners’ texts.
Acknowledgments
I would like to thank the anonymous reviewers for their valuable comments as well as the LLHE editors for their consideration. I was also like to express my deep gratitude to my supervisor Professor Javier Perez-Guerra for his encouragement and support throughout the publication process.
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Articles in the same Issue
- Frontmatter
- Introduction
- Research on sustainable development literacy and affective learning and teaching actions
- Articles
- The implementation of plurilingual language policies in Higher Education – the perspective of language learning students
- The relationship between language learning strategies, affective factors and language proficiency
- Exploring the relationship between foreign language anxiety and students’ online engagement at UK universities during the Covid-19 pandemic
- University student perceptions of English language study changes: reactions to remote emergency teaching during the COVID-19 emergency
- Clausal complexity of expert and student writing: a corpus-based analysis of papers in social sciences
- Descriptive and inferential statistical analysis of expectations and needs of engineering students and graduates: a case study at the University of West Bohemia
- The native speaker teacher. Theoretical considerations and practical implications
- Special Section: Sustainable development literacy in Language Learning and Teaching; Guest Editors: Odette Gabaudan and Pilar Molina
- Bibliographical review on sustainable literacy in language learning and teaching
- On a journey towards Education for Sustainable Development in the foreign language curriculum
- Ethics, Dialogue and English as a Lingua Franca for ESD in Higher Education
- Data-driven and research-based learning approaches to environmental education in university contexts: two case studies in Italy and Germany
- Cultural literacy and sustainable development through English: a look from CLIL in pharmacy
- Reports
- Embed sustainability in the curriculum: transform the world
- Raising concepts and awareness of sustainability and the environment in higher education through French foreign language teaching: a multidisciplinary didactic proposal
Articles in the same Issue
- Frontmatter
- Introduction
- Research on sustainable development literacy and affective learning and teaching actions
- Articles
- The implementation of plurilingual language policies in Higher Education – the perspective of language learning students
- The relationship between language learning strategies, affective factors and language proficiency
- Exploring the relationship between foreign language anxiety and students’ online engagement at UK universities during the Covid-19 pandemic
- University student perceptions of English language study changes: reactions to remote emergency teaching during the COVID-19 emergency
- Clausal complexity of expert and student writing: a corpus-based analysis of papers in social sciences
- Descriptive and inferential statistical analysis of expectations and needs of engineering students and graduates: a case study at the University of West Bohemia
- The native speaker teacher. Theoretical considerations and practical implications
- Special Section: Sustainable development literacy in Language Learning and Teaching; Guest Editors: Odette Gabaudan and Pilar Molina
- Bibliographical review on sustainable literacy in language learning and teaching
- On a journey towards Education for Sustainable Development in the foreign language curriculum
- Ethics, Dialogue and English as a Lingua Franca for ESD in Higher Education
- Data-driven and research-based learning approaches to environmental education in university contexts: two case studies in Italy and Germany
- Cultural literacy and sustainable development through English: a look from CLIL in pharmacy
- Reports
- Embed sustainability in the curriculum: transform the world
- Raising concepts and awareness of sustainability and the environment in higher education through French foreign language teaching: a multidisciplinary didactic proposal