Academic vocabulary for L2 argumentative writing: Perspectives from Chinese university EFL learners
Academic vocabulary plays a critical role in L2 argumentative writing. Recent studies have specifically examined the importance of academic vocabulary and academic word lists for EAP and ESP learning and research. However, it is unclear how English as a Foreign Language (EFL) learners perceive acade...
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| Format: | Article |
| Language: | English |
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Universitas Syiah Kuala
2024-09-01
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| Series: | Studies in English Language and Education |
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| Online Access: | https://jurnal.usk.ac.id/SiELE/article/view/36562 |
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| author | Changyong Min Apisak Sukying |
| author_facet | Changyong Min Apisak Sukying |
| author_sort | Changyong Min |
| collection | DOAJ |
| description | Academic vocabulary plays a critical role in L2 argumentative writing. Recent studies have specifically examined the importance of academic vocabulary and academic word lists for EAP and ESP learning and research. However, it is unclear how English as a Foreign Language (EFL) learners perceive academic vocabulary and the challenges they face using this vocabulary in university argumentative essays. The present study adopted a case study approach to investigate Chinese university EFL learners’ perceptions of, and problems with, academic vocabulary in an argumentative writing task. Five fourth-year advanced EFL learners were assigned to write an IELTS essay before participating in a one-on-one interview. The results indicated that while participants had a heightened awareness of the importance of academic vocabulary, they lacked a comprehensive understanding of this construct. More specifically, they knew little about the academic register, and their academic vocabulary size was small. Consequently, various problems arose in relation to the use of academic words in their argumentative writing, including word choice and the over-reliance on Chinese word meaning and word spelling knowledge. The EFL learners also reported that the biggest challenge to their academic writing was the lack of academic collocation knowledge. These findings have pedagogical implications for understanding the academic lexical problems facing Chinese EFL learners in their academic writing. |
| format | Article |
| id | doaj-art-3499d33ecff64e71b00d73f1102b46f0 |
| institution | Kabale University |
| issn | 2355-2794 2461-0275 |
| language | English |
| publishDate | 2024-09-01 |
| publisher | Universitas Syiah Kuala |
| record_format | Article |
| series | Studies in English Language and Education |
| spelling | doaj-art-3499d33ecff64e71b00d73f1102b46f02025-01-28T10:47:38ZengUniversitas Syiah KualaStudies in English Language and Education2355-27942461-02752024-09-011131355137310.24815/siele.v11i3.3656218904Academic vocabulary for L2 argumentative writing: Perspectives from Chinese university EFL learnersChangyong Min0Apisak Sukying1Mahasarakham UniversityMahasarakham UniversityAcademic vocabulary plays a critical role in L2 argumentative writing. Recent studies have specifically examined the importance of academic vocabulary and academic word lists for EAP and ESP learning and research. However, it is unclear how English as a Foreign Language (EFL) learners perceive academic vocabulary and the challenges they face using this vocabulary in university argumentative essays. The present study adopted a case study approach to investigate Chinese university EFL learners’ perceptions of, and problems with, academic vocabulary in an argumentative writing task. Five fourth-year advanced EFL learners were assigned to write an IELTS essay before participating in a one-on-one interview. The results indicated that while participants had a heightened awareness of the importance of academic vocabulary, they lacked a comprehensive understanding of this construct. More specifically, they knew little about the academic register, and their academic vocabulary size was small. Consequently, various problems arose in relation to the use of academic words in their argumentative writing, including word choice and the over-reliance on Chinese word meaning and word spelling knowledge. The EFL learners also reported that the biggest challenge to their academic writing was the lack of academic collocation knowledge. These findings have pedagogical implications for understanding the academic lexical problems facing Chinese EFL learners in their academic writing.https://jurnal.usk.ac.id/SiELE/article/view/36562academic vocabulary knowledgechinese university efl learnersl2 argumentative writingperceptions of academic vocabulary |
| spellingShingle | Changyong Min Apisak Sukying Academic vocabulary for L2 argumentative writing: Perspectives from Chinese university EFL learners Studies in English Language and Education academic vocabulary knowledge chinese university efl learners l2 argumentative writing perceptions of academic vocabulary |
| title | Academic vocabulary for L2 argumentative writing: Perspectives from Chinese university EFL learners |
| title_full | Academic vocabulary for L2 argumentative writing: Perspectives from Chinese university EFL learners |
| title_fullStr | Academic vocabulary for L2 argumentative writing: Perspectives from Chinese university EFL learners |
| title_full_unstemmed | Academic vocabulary for L2 argumentative writing: Perspectives from Chinese university EFL learners |
| title_short | Academic vocabulary for L2 argumentative writing: Perspectives from Chinese university EFL learners |
| title_sort | academic vocabulary for l2 argumentative writing perspectives from chinese university efl learners |
| topic | academic vocabulary knowledge chinese university efl learners l2 argumentative writing perceptions of academic vocabulary |
| url | https://jurnal.usk.ac.id/SiELE/article/view/36562 |
| work_keys_str_mv | AT changyongmin academicvocabularyforl2argumentativewritingperspectivesfromchineseuniversityefllearners AT apisaksukying academicvocabularyforl2argumentativewritingperspectivesfromchineseuniversityefllearners |