Original article | International Journal of Language and Education Research 2024, Vol. 6(1) 96-111
Osman Tayfun Fakiroğlu
pp. 96 - 111 | DOI: https://doi.org/10.29329/ijler.2024.661.6 | Manu. Number: MANU-2404-18-0001
Published online: April 30, 2024 | Number of Views: 42 | Number of Download: 231
Abstract
There are differences between language use in an scientific context and its use in the context of oral communication. While some sentence structures, expressions and words are frequently used in scientific writings and expressions, they are used less in daily written and spoken language. In this study, an attempt was made to reach a conclusion by scanning 50 randomly selected adjectives in the Turkish National Corpus in three categories: academic texts, non-academic texts and oral expression. The frequency of words in the adjective category used in scientific prose, non-scientific prose and oral expression was examined. The findings revealed that while some words are frequently used in scientific prose, they are not used at all in oral expression, and likewise, some words are used less in non-scientific prose. The reason why adjectives are examined in this study is because adjectives are more subjective expressions. Subjective expressions can be more easily evaluated for use in different contexts.
Keywords: language use, scientific texts, non-scientific texts, oral expression
How to Cite this Article? |
---|
APA 6th edition Harvard Chicago 16th edition |
References |
---|
Aduriz-Bravo, A. Chion, A. R. & Pujalte, A. (2015). Scientific Language. Encyclopedia of Science Education, 1-4. Cummins, J. (1979). Cognitive/Academic Language Proficiency, Linguistic Interdependence, the Optimum Age Question and Some Other Matters. Working Papers on Bilingualism, No. 19. Doyumğaç, İ. (2022). Yabancı dil olarak Türkçe eğitmenlerinin sınıf yönetiminde karşılaştıkları sorunlar ve çözüm önerileri. Çocuk Edebiyat ve Dil Eğitimi Dergisi, 5(2), 179-200. Gottlieb, M., & Ernst-Slavit, G. (2014). Academic language in diverse classrooms: Definitions and contexts. Corwin Press. Halliday, M. A. K. & Hasan, R. (1976). Cohesion in English. London: Longman. Heath, S. B. (1983). Ways with Words: Language, life, and work in communities and classrooms. Cambridge: Cambridge University Press. Lin, A. (2016). How language varies: Everyday registers and academic registers. Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts, Springer, 11-27. Mahboob, A. (2014). Language variation and education: A focus on Pakistan. In S. Buschfeld, T. Hoffmann, M. Huber, & A. Kautzsch (Eds.), The evolution of Englishes (Vol. 2, pp. 267–281). Amsterdam: John Benjamins. Marulanda Ángel, N. L., & Martínez García, J. M. (2017). Improving English language learners’ academic writing: A multi-strategy approach to a multidimensional challenge. GiST Education and Learning Research Journal, 14, 49-67. Marulanda Ángel, N.L. & Martínez García, P.M. (2017). Improving english language learners’ academic writing: A multi-strategy approach to a multi-dimensional challenge. Gist Education and Learning Research Journal, 14, 49-67. Özkan, B. (2010). Türkçenin öğretiminde sıfatların eşdizim sözlüğü-yöntem ve uygulama. International journal of educational research, 1 (2), 51-65. Rao, C. S. (2022). The academic language used in scientific research. Journal for Research Scholars and Professionals of English Language Teaching, 6, (29). Schleppegrell, M. J. (2012) Academic language in teaching and learning introduction to the special issue reviewed work(s), The Elementary School Journal, 112 (3), 409-418. Spellerberg, S. M. (2015). Metalinguistic awareness and academic achievement in a linguistically diverse school setting: a study of lower secondary pupils in Denmark. International Journal of Multilingualism, 13 (1), 19-39. Tunmer, W. E., & Myhill, M. E. (1984). Metalinguistic awareness and bilingualism. Tunmer, W.C., Pratt, C. and Herriman, M.L. (Ed.) In Metalinguistic awareness in children: Theory, research, and implications (pp. 169-187). Berlin, Heidelberg: Springer Berlin Heidelberg. Young, A. & Fry, J. D. (2008). Metacognitive awareness and academic achievement in college students. Journal of the Scholarship of Teaching and Learning, 8 (2), 1-10. |