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The Use and Misuse of Academic Words in Writing: Analyzing the Writing of Secondary English Learners and Redesignated Learners
Author(s) -
Cons Andrea Marie
Publication year - 2012
Publication title -
tesol journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.468
H-Index - 14
eISSN - 1949-3533
pISSN - 1056-7941
DOI - 10.1002/tesj.36
Subject(s) - academic writing , vocabulary , cohesion (chemistry) , psychology , reading (process) , mathematics education , english for academic purposes , professional writing , academic year , pedagogy , linguistics , philosophy , chemistry , organic chemistry
This study investigated the specific ways secondary English learners ( EL s) and redesignated fluent English‐proficient learners ( RFEP s) use academic vocabulary that assesses interpretive reading and analytical writing ability. The research examines how EL s and RFEP s, formerly EL s, differ in use and misuse of academic words. The study extends Olson's (2007) work by analyzing how secondary students use academic words correctly and incorrectly. The results indicate that although both groups rarely used academic words, RFEP s used significantly more academic words and made fewer academic word errors than EL s. Qualitative analyses reveal that RFEP s used academic words to add cohesion, details, and precision in their writing to a greater extent than EL s. Findings have three pedagogical implications. First, EL s need more exposure to academic words in writing. Second, EL s need explicit instruction on how to effectively use academic words in writing. Third, EL s need more writing practice in general to become more comfortable with the act of writing so that they will feel more comfortable using more words overall, specifically academic words. Thus, writing should be assigned often. Also, because EL s and RFEP s used few academic words in their writing, both groups need more exposure to and practice with using academic words in writing.