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Extraposition in learner and expert writing: Exploring (in)formality and the impact of register
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.ORCID iD: 0000-0002-0489-2697
Högskolan i Gävle.
2019 (English)In: International Journal of Learner Corpus Research, ISSN 2215-1478, E-ISSN 2215-1486, Vol. 5, no 1, p. 33-62Article in journal (Refereed) Published
Abstract [en]

Subject extraposition (e.g. it is important to remember) is generally considered to be a formal construction that learners, whose writing is often said to be overly informal, have been found to struggle with. This study investigates to what extent register and text type can be used to explore learners’ reportedly “informal” use of this construction. Learner writing is compared to expert writing from several different registers and to native-speaker student writing. The results show that there are important differences across both registers and text types. Furthermore, while the learners’ use is most like that of the experts’ academic writing, certain similarities to the non-academic registers were also noted. The results additionally suggest that earlier claims about the informal status of learner writing seem mainly to have been influenced by the text types included in the corpora previously investigated.

Place, publisher, year, edition, pages
John Benjamins Publishing Company, 2019. Vol. 5, no 1, p. 33-62
Keywords [en]
Extraposition, expert writing, informality, register, learner writing
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Specific Languages
Research subject
English; Linguistics
Identifiers
URN: urn:nbn:se:uu:diva-379399DOI: 10.1075/ijlcr.17014.larOAI: oai:DiVA.org:uu-379399DiVA, id: diva2:1296455
Available from: 2019-03-15 Created: 2019-03-15 Last updated: 2019-03-15

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  • apa
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  • Other locale
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Output format
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  • text
  • asciidoc
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