English L2 connectives in academic bilingual discourse: a longitudinal computerised analysis of a learner corpus

• Granados, Adrián ^[1] ; Lorenzo, Francisco ^[2]
  1. [1] Universidad Pablo de Olavide

     Universidad Pablo de Olavide

     Sevilla, España

     
  2. [2] Pablo de Olavide University, España
• Localización: Revista signos: estudios de lingüística, ISSN-e 0718-0934, ISSN 0035-0451, Vol. 54, Nº. 106, 2021, págs. 626-644
• Idioma: inglés
• DOI: 10.4067/s0718-09342021000200626
• Títulos paralelos:
  • Conectores en el inglés como L2 del discurso académico bilingüe: Análisis computarizado longitudinal de un corpus de aprendices
• Enlaces
  • Texto completo
• Resumen
  • español

    Este artículo pretende describir la evolución longitudinal en el uso de conectores en inglés como segunda lengua (L2) por parte del alumnado del programa bilingüe (AICLE) de la educación secundaria de Andalucía (sur de España) a lo largo de tres cursos académicos. Se ha empleado la herramienta lingüística Coh-Metrix para procesar un corpus de aprendices producido por el alumnado como parte de la asignatura de historia bilingüe, que se imparte en inglés como L2. Se ha analizado la evolución global del uso de conectores, así como la evolución de cada una de las categorías de conectores analizadas por Coh-Metrix (causales, lógicos, adversativos/contrastivos, temporales, temporales extendidos y aditivos). Los resultados han sido interpretados para describir la fase de desarrollo de la competencia escrita en inglés como L2 del alumnado y analizar su nivel de literacidad histórica. A lo largo de los tres años de nuestro estudio, los sujetos han aumentado su uso global de conectores en un 15 ‰, lo que indica un aumento de su competencia escrita en inglés como L2. Además, se constata un particular aumento de los conectores causales y adversativos/contrastivos, y una disminución de los temporales extendidos, lo que apunta al desarrollo de su literacidad histórica y a la transición de textos narrativos a textos expositivos.

  • English

    This paper aims to describe the longitudinal evolution in the use of English L2 connectives made by students enrolled in a bilingual CLIL programme in the Andalusian secondary education system (Southern Spain) over three years of formal tuition. The automated tool Coh-Metrix has been used to approach a learner corpus produced by students as part of the school subject of bilingual history, which is taught in English as an L2. The overall evolution of connectives has been analysed, as well as the evolution of each of the connectives’ categories measured by Coh-Metrix (causal, logical, adversative/contrastive, temporal, extended temporal and additive connectives). Results have then been interpreted in order to pinpoint the developmental stage of students’ L2 written proficiency and analyse their degree of historical literacy. Over the three years of our study, the students have been found to increase their overall use of connectives in 15‰, indicating that they are becoming more proficient L2 writers. Furthermore, there is a particular increase in their use of causal and adversative/contrastive connectives, and a decrease in extended temporal connectives, which points to the development of their historical literacy and their transition from narrative to expository texts.

• Referencias bibliográficas
  • Achugar, M. & Carpenter, B. (2014). Tracking movement toward academic language in multilingual classrooms. Journal of English for Academic...
  • Achugar, M. & Schleppegrell, M. J. (2005). Beyond connectors: The construction of cause in history textbooks. Linguistics and Education,...
  • Akiguet, S. & Piolat, A. (1996). Insertion of connectives by 9- to 11-year-old children in an argumentative text. Argumentation, 10, 253-270.
  • Asención-Delaney, Y. & Collentine, Y. (2011). A multidimensional analysis of a written L2 Spanish corpus. Applied Linguistics, 32, 299-322.
  • Beacco, J. D. (2010). Items for a description of linguistic competence in the language of schooling necessary for teaching/learning history...
  • Bernstein, B. (1990). The structuring of pedagogic discourse Volume IV: Class, codes and control. London: Routledge.
  • Biber, D. (1992). The multi-dimensional approach to linguistic analyses of genre variation: An overview of methodology and findings. Computers...
  • Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.
  • Bourdieu, P. (1992). Language and symbolic power. Cambridge: Polity Press.
  • Cain, K. & Nash, H. M. (2011). The influence of connectives on young readers’ processing and comprehension of text. Journal of Educational...
  • Cenoz, J., Genesee, F. & Gorter, D. (2014). Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35, 243-262.
  • Christie, F. (2012). Language education: A functional perspective. Language learning monograph series. Chichester: Wiley-Blackwell.
  • Christie, F. & Maton, K. (2011). Disciplinarity: Functional linguistic and sociological perspectives. London: Continuum.
  • Coffin, C. (2006). ‘Reconstructing personal time as collective time: Learning the discourse of history.’ In R. Whittaker, M. O’Donnell &...
  • Coffin, C. (2009). Historical discourse. London: Continuum.
  • Crismore, A., Markkanen, R. & Steffensen, M. S. (1993). Metadiscourse in persuasive writing: A study of texts written by American and...
  • Crossley, S. A. & McNamara, D. S. (2010). Cohesion, coherence, and expert evaluations of writing proficiency. In S. Ohlsson & R. Catrambone...
  • Crossley, S. A. & McNamara, D. S. (2011). Text coherence and judgments of essay quality: Models of quality and coherence. In L. Carlson,...
  • Crossley, S. A. & McNamara, D. S. (2012). Predicting second language writing proficiency: The roles of cohesion and linguistic sophistication....
  • Crossley, S. A., Kyle, K. & McNamara, D.S. (2016). The development and use of cohesive devices in L2 writing and their relations to judgments...
  • Crossley, S. A., Roscoe, R. D., McNamara, D. S. & Graesser, A. (2011). Predicting human scores of essay quality using computational indices...
  • Crossley, S. A., Salsbury, T. & McNamara, D. S. (2010a). The development of polysemy and frequency use in English second language speakers....
  • Crossley, S. A., Salsbury, T. & McNamara, D. S. (2010b). The development of semantic relations in second language speakers: A case for...
  • Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. In B. Street & N. H. Hornberger (Eds.), Encyclopaedia...
  • Dressen-Hammouda, D. (2008). From novice to disciplinary expert: Disciplinary identity and genre mastery. English for Specific Purposes, 27(2),...
  • Duff, P. (2008). Case study research in applied linguistics. New York/London: Lawrence Erlbaum.
  • Evola, J., Mamer, E. & Lentz, B. (1980). Discrete point versus global scoring for cohesive devices. In J. Oller Jr. & K. Perkins (Eds.),...
  • Freedman, A. & Pringle, I. (1980). Writing in the college years: Some indices of growth. College Composition and Communication, 31, 311-324.
  • Gené-Gil, M., Juan-Garau, M. & Salazar-Noguera J. (2015). Development of EFL writing over three years in secondary education: CLIL and...
  • Halliday, M. A. K. & Hasan, R. (1976). Cohesion in English. London: Longman.
  • Harwood, N. & Hadley, G. (2004). Demystifying institutional practices: Critical pragmatism and the teaching of academic writing. English...
  • Haswell, R. H. (1986). Change in undergraduate and post-graduate writing performance: Quantified findings (Technical Report). Retrieved from:...
  • Heine, L. (2014). Models of the bilingual lexicon and their theoretical implications for CLIL. The Language Learning Journal, 42(2), 225-237.
  • Hornberger, N. (2004). The Continua of biliteracy and the bilingual educator: Educational linguistics in practice. International Journal of...
  • Jafarpur, A. (1991). Cohesiveness as a basis for evaluating compositions. System, 19, 459-465.
  • Just, M. A. & Carpenter, P. A. (1980). A theory of reading: From eye fixations to comprehension. Psychological Review, 87, 329-354.
  • King, M. & Rentel, V. (1979). Toward a theory of early writing development. Research in the Teaching of English, 13, 243-253.
  • Llinares, A., Morton, T. & Whittaker, R. (2012). The roles of language in CLIL. Cambridge: Cambridge University Press.
  • Longo, B. (1994). Current research in technical communication: The role of metadiscourse in persuasion. Technical Communication, 41, 348-352.
  • Lorenzo, F. (2013). Genre-based curricula: Multilingual academic literacy in content and language integrated learning. International Journal...
  • Lorenzo, F. (2017). Historical Literacy in bilingual settings: Cognitive academic language in L2 History Narratives. Linguistics and Education,...
  • Lorenzo, F. & Dalton-Puffer, C. (2016). Historical literacy in CLIL: Telling the past in a second language. In T. Nikula, E. Dafouz, P....
  • Lorenzo, F., Casal, S. & Moore, P. (2010). The effects of content and language integrated learning in European education: Key findings...
  • Lorenzo, F., Granados, A. & Ávila, I. (2019). The development of cognitive academic language proficiency in multilingual education: Evidence...
  • Lorenzo, F., Granados, A. & Rico, N. (2020). Equity in bilingual education: Socioeconomic status and content and language integrated learning...
  • Louwerse, M. (2000). From cohesion in text to coherence in comprehension. Ph.D. Dissertation, University of Edinburgh, Edinburgh, United Kingdom.
  • Louwerse, M. (2001). An analytic and cognitive parameterization of coherence relations. Cognitive Linguistics, 12, 291-315.
  • Lu, X. (2010). Automatic analysis of syntactic complexity in second language writing. International Journal of Corpus Linguistics, 15(4),...
  • Macaro, E. (2018). English medium instruction: Content and language in policy and practice. Oxford: Oxford University Press.
  • Martin, J. R. & White, P. R. R. (2005). The language of evaluation. Appraisal in English. New York: Palgrave Macmillan.
  • McCulley, G. A. (1985). Writing quality, coherence, and cohesion. Research in the Teaching of English, 19, 269-282.
  • McCutchen, D. & Perfetti, C. A. (1982). Coherence and connectedness in the development of discourse production. Text-Interdisciplinary...
  • McNamara, D. S., Louwerse, M., Cai, Z. & Graesser, A. (2014). Automated evaluation of text and discourse with Coh-Metrix. Cambridge: Cambridge...
  • Nikula, T., Dalton-Puffer, C., Llinares, A. & Lorenzo, F. (2016). More than content and language: The complexity of integration in CLIL...
  • Nokes, J. D. (2013). Building students’ historical literacies: Learning to read and reason with historical texts and evidence. New York: Routledge.
  • Ortega, L. & Byrnes, H. (Eds.). (2008). The longitudinal study of advanced L2 capacities. New York: Routledge.
  • Pérez, A., Lorenzo, F. & Pavón, V. (2016). European bilingual models beyond linguafranca: Key findings from CLIL French programs. Language...
  • Polio, C. & Yoon, H. J. (2018). The reliability and validity of automated tools for examining variation in syntactic complexity across...
  • Rayner, K. & Pollatsek, A. (1994). The psychology of reading. Englewood Cliffs, NJ: Prentice Hall.
  • Sanders, T. J. M. & Noordman L. G. M. (2000). The role of coherence relations and their linguistic markers in processing. Discourse Processes,...
  • Schleppegrell, M. J. & Colombi, M. C. (2002). Developing advanced literacy in first and second languages. Mawhaw: Lawrence Erlbaum.
  • Shanahan, T. & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents. Rethinking content-area literacy. Harvard Educational...
  • Spoelman, M. & Verspoor, M. (2010). Dynamic patterns in development of accuracy and complexity: A longitudinal case study in the acquisition...
  • Vande Kopple, W. J. (1985). Some exploratory discourse on metadiscourse. College Composition and Communication, 36, 82-93.
  • Vollmer, H. J. (2006). Language across the curriculum. Brussels: Language Policy Division, Council of Europe.
  • Wagner, S. (2011). Concessives and contrastives in student writing: L1, L2 and genre differences. In J. Schmied (Ed.), Academic Writing in...
  • White, H. (2010). The fiction of narrative: Essays on History, Literature, and Theory, 1957- 2007. Baltimore: The Johns Hopkins University...
  • Wolfe-Quintero, K., Inagaki, S. & Hae-Youn, K. (1998). Second language development in writing: Measures of fluency, accuracy, and complexity....
  • Yang, W. & Sun, Y. (2012). The use of cohesive devices in argumentative writing by Chinese EFL learners at different proficiency levels....
  • Yin, R. K. (2014). Case study research design and methods (5th ed.). Thousand Oaks, CA: Sage.