Simplicity Without Elegance: Features of Sentences in L1 and L2 Academic Texts

By Eli Hinkel. 2003

207 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/1f7a42240cb5eeb0c79aca946353aa426a15eeb7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. U. Knoch
2. Ikuya Aizawa
3. Danielle Wetzel
4. Naoko Taguchi
5. W. Crawford
6. Eli Hinkel
7. Gene Thompson
8. H. Rose

In Language and Linguistics

1. Samantha Curle
2. H. Rose
3. U. Knoch
4. Ikuya Aizawa
5. Gene Thompson
6. Naoko Taguchi
7. W. Crawford
8. Eli Hinkel

In Literature and Literary Theory

1. Samantha Curle
2. H. Rose
3. Ikuya Aizawa
4. Gene Thompson
5. U. Knoch
6. Naoko Taguchi
7. Danielle Wetzel
8. W. Crawford

Citations in the corpus

• Current Perspectives on Teaching the Four Skills (2006, background): “Even advanced and trained L2 writers continue to have a severely limited lexical and syntactic repertoire that enables them to produce only simple text restricted to the most common language features encountered predominantly in conversational discourse ( Hinkel, 2003 ).”
• Automatic analysis of syntactic complexity in second language writing (2010, unknown): “As g. Ferris 1994, Hinkel 2003).”
• What Linguistic Features Are Indicative of Writing Quality? A Case of Argumentative Essays in a College Composition Program (2013, background): “Hinkel (Ed.), Handbook on research in second language teaching and learning (pp. 471–484). Mahwah, NJ: Lawrence Erlbaum. Villamil, O. S., & De Guerrero, M. C. M. (1998). Assessing the impact of peer revision on L2 writing.”
• Hedging, Inflating, and Persuading in L2 Academic Writing. (2005, background): “…demonstrated, even academically-bound L2 learners who pursue their language study in English-speaking countries obtain far more experience with and exposure to informal and conversational language varieties than formal written and academic register (Shaw and Liu, 1998; Hinkel, 2002, 2003b).”
• Diagnostic Writing Assessment: The Development and Validation of a Rating Scale (2009, background): “The importance of grammatical and lexical complexity in academic writing has been pointed out by Hinkel (2003), who argues that investigations into L2 texts have shown that in large-scale testing and university-level assessments, shortcomings in syntactic and lexical complexity in students’ writing ”
• Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme (2020, background): “Their issues regarding writing are often due to not only inadequate English language skills but also unfamiliar academic discourses and referencing conventions (e.g. Hinkel, 2003; Pessoa, Miller, & Kaufer, 2014).”