EFL English Student’s Ability and Difficulties in Dealing with Academic Phrases

Awaluddin Syamsu(1*), Hadijah Hadijah(2),

(1) Universitas Muslim Indonesia
(2) Universitas Muslim Indonesia
(*) Corresponding Author




DOI: https://doi.org/10.26858/eltww.v10i1.44976

Abstract


The high quality of academic writing is highly influenced by the sufficient use of academic phrases. This research examined the students with English major backgrounds in both English education and English literature and found their difficult recourses. This research developed an academic phrase test and adopted a questionnaire on students’ perception on the source of academic phrase difficulties. There were 58 respondents from English majors with 49 from English education and 9 from English literature. The result of the test indicated that the student’s ability in academic phrases needs to be improved. The students perceived those unfamiliar words usage, the absence of the syllabi, insufficient teaching, and less experience in using them are the source of difficulties.  Therefore, it can be said that academic phraseology should be included in the English student’s curriculum to solve the student’s issues. By doing this students’ exposure to academic phrases can be also increased so they will have more experience dealing with the phrases and can resolve their unfamiliarity with the words used in academic phrases. The findings of this study suggest that students in the English background majors should be assisted with academic phrases lessons to improve their academic writing in general and academic phrase usage in particular.


Keywords


Academic phrases; English students; Source of difficulties; Academic writing

Full Text:

PDF

References


Al-Kadi, A. M. T. (2015). Towards idiomatic competence of yemeni efl undergraduates. Journal of Language Teaching and Research, 6(3), 513–523. https://doi.org/10.17507/jltr.0603.06

Alhaysony, M. (2017). Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender. Theory and Practice in Language Studies, 7(1), 18. https://doi.org/10.17507/tpls.0701.03

Conklin, Kathy; Schmitt, N. (2012). The Processing of Formulaic Language. In Annual Review of Applied Linguistics (pp. 45–61). Cambridge University Press. https://doi.org/https://doi.org/10.1017/S0267190512000074

Davis, M., & Morley, J. (2018). Facilitating learning about academic phraseology: teaching activities for student writers. Journal of Learning Development in Higher Education, October. https://doi.org/10.47408/jldhe.v0i0.468

French, A. (2011). ‘What am I Expecting and Why?’ How can Lecturers in Higher Education Begin to Address Writing Development for their Students? Journal of Academic Writing, 1(1), 228–238. https://doi.org/10.18552/joaw.v1i1.8

Gardner, D., & Davies, M. (2007). Pointing out frequent phrasal verbs: A corpus-based analysis. TESOL Quarterly, 41(2), 339–359. https://doi.org/10.1002/j.1545-7249.2007.tb00062.x

Garnier, M., & Schmitt, N. (2015). The PHaVE List: A pedagogical list of phrasal verbs and their most frequent meaning senses. Language Teaching Research, 19(6), 645–666. https://doi.org/10.1177/1362168814559798

Granger, S. (2017). Language, Education and Technology. Language, Education and Technology. https://doi.org/10.1007/978-3-319-02237-6

Groom, N. (2005). Pattern and meaning across genres and disciplines: An exploratory study. Journal of English for Academic Purposes, 4(3), 257–277. https://doi.org/10.1016/j.jeap.2005.03.002

Hyland, K. (2008). Genre and academic writing in the disciplines. Language Teaching, 41(4), 543–562. https://doi.org/DOI: 10.1017/S0261444808005235

Jones, Martha; Haywood, S. (2004). Facilitating the acquisition of formulaic sequences. In N. Schmitt (Ed.), Formulaic Sequences (pp. 269–300). Formulaic Sequences Acquisition, processing and use Edited by Norbert Schmitt University of Nottingham.

Kremmel, B., Brunfaut, T., & Alderson, J. C. (2017). Exploring the Role of Phraseological Knowledge in Foreign Language Reading. Applied Linguistics, 38(6), 848–870. https://doi.org/10.1093/applin/amv070

Li, J., & Schmitt, N. (2009). The acquisition of lexical phrases in academic writing: A longitudinal case study. Journal of Second Language Writing, 18(2), 85–102. https://doi.org/10.1016/j.jslw.2009.02.001

Liao, Y., & Fukuya, Y. J. (2004). Avoidance of Phrasal Verbs: The Case of Chinese Learners of English. Language Learning, 54(2), 193–226. https://doi.org/https://doi.org/10.1111/j.1467-9922.2004.00254.x

Maha Alhaysony. (2017). Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender. Theory and Practice in Language Studies, 7, 18–28.

Martinez, R., & Murphy, V. A. (2011). Effect of frequency and idiomaticity on second language reading comprehension. TESOL Quarterly, 45(2), 267–290. https://doi.org/10.5054/tq.2011.247708

Measey, J. (2021). Academic Phrasebank. How to Write a PhD in Biological Sciences, 133–134. https://doi.org/10.1201/9781003212560-25

Orfan, S. N. (2020). Afghan EFL students’ difficulties and strategies in learning and understanding English idioms. Cogent Arts & Humanities, 7(1), 1796228. https://doi.org/10.1080/23311983.2020.1796228

Paquot, M. (2010). Academic Vocabulary in Learner Writing: From Extraction to Analysis. Bloomsbury Publishing.

Schmitt, N. (2022). Norbert Schmitt’s essential bookshelf: Formulaic language. Language Teaching, 1–12. https://doi.org/10.1017/S0261444822000039

Swales, J. M., Feak, C. B., & others. (2004). Academic writing for graduate students: Essential tasks and skills (Vol. 1). University of Michigan Press Ann Arbor, MI.

Sword, H. (2012). Stylish academic writing. Harvard University Press.

University, O. (2023). The Oxford Phrasal Academic Lexicon TM.


Article Metrics

Abstract view : 237 times | PDF view : 226 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

View My Stats

Published by:

Pascasarjana, Universitas Negeri Makassar

Jalan Bonto Langkasa, Banta-Bantaeng, Rappocini, Banta-Bantaeng, Kec. Rappocini, Kota Makassar, Sulawesi Selatan 90222
[email protected]

E-ISSN: 2503-2291

P-ISSN: 2303-3037


ELT Worldwide: Journal of English Language Teaching is licensed under a Creative Commons Attribution-NonCommercial- 4.0 International License.