Publication at Faculty of Education, Faculty of Arts |
2019
Abstract
The lecture combines learner corpus research with contrastive analysis to explore the impact of two types of challenge English L2 novice academic writers have to face: the linguistic challenge of EFL, and the academic challenge of entering the discourse community of the particular discipline. The study focuses on -ly adverbs, the most frequent and functionally diverse class of adverbs in academic prose, trying to answer the question to what extent and in what ways patterns of adverb use differ in academic texts written by English L2 and English L1 novice academic writers, and expert English L1 academics.