Developing autonomy through awareness of textual features in academic texts
DOI:
https://doi.org/10.18192/olbiwp.v7i0.1360Keywords:
Self-editing, Autonomy, Learner concordancing, Corpus AnalysisAbstract
Research on ESL writing suggests that current pedagogical practices typically
train developing writers to submit their texts to their teacher for comments and “correction”, without opportunities to develop independent self-editing skills. These practices focus primarily on sentence-level grammar, vocabulary and mechanics. This study reports on an exploration into introducing university-level writers to online corpus tools to develop their ability to edit their own work. Ten native and non-native speaking participants analysed corpus materials and published journal articles relevant to their discipline to compare selected uses of grammar and vocabulary with their own texts. Insights from triangulated data sources (participant
texts, participant and teacher interview data) show how participants edited their work using the corpus tools. Benefits related specifically to awareness of lexical conventions and sentence structure.
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