 |
[email protected] |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
WENG Xin
Full-Text PDF
XML 380 Views
DOI:10.17265/2161-623X/2024.03.008
Ningbo University, Ningbo, China
English majors in China currently encounter numerous challenges when it comes to academic writing, primarily because of the limitations imposed by the differences in English and Chinese thought processes as well as their limited proficiency with the English language. This study, which begins with the theory of grammatical metaphor of Nominalization, discovers that Nominalization serves a variety of purposes in the construction of discourse, including improving the rigor of the introduction, logical coherence, and the discourse’s objectivity and fairness, all of which are demanded by academic writing. Based on this, this study puts forward the idea that EFL students should strengthen their learning of Nominalization and improve their ability to use Nominalization, which will help them develop their English academic writing ability. The study also gives implementation strategies in terms of both enhanced input and effective output.
grammatical metaphors, nominalization, discourse function, academic English writing, English major students
WENG Xin. (2024). An Exploration of Strategies to Enhance EFL Students’ Academic Writing Capabilities From a Nominalization Perspective. US-China Education Review A, March 2024, Vol. 14, No. 3, 226-232.
Chen, H. (2022). Research on the theoretical construction of nominalization teaching and teaching principles. Frontiers of Foreign Language Education Research, 5(3), 41-49+91.
Dong, J., & Zhang, D. L. (2017). Rethinking the theory of grammatical metaphor—An exploration of the concept of discourse metaphor. Modern Foreign Language, 40(3), 293-303+437.
Fan, W. F. (1999). The discourse articulation function of nominalized metaphors. Foreign Languages Research, 16(1), 9-12.
Halliday, M. A. K. (1985). An introduction to functional grammar. London: Edward Arnold.
Halliday, M. A. K., & Matthiessen, C. M. I. M. (2014). Halliday’s introduction to functional grammar. Oxon: Routledge.
Hu, Z. L. (1994). The linking and coherence of parts of speech. Shanghai: Shanghai Foreign Language Education Press.
Hyland, K. (2006). English for academic purposes: An advanced resource book. Oxon: Routledge.
Li, S., & Liu, J. (2014). Analyzing the role of nominalization in English writing. Science and Technology, 24(22), 237-239.
Liang, T. (2015). An empirical study of grammatical metaphor theory in college English writing teaching. Journal of Heilongjiang Institute of Education, 34(10), 149-150.
Lorés-Sanz, R. (2016). ELF in the making? Simplification and hybridity in abstract writing. Journal of English as a Lingua Franca, 5(1), 53-81.
Peng, X. Z. (2015). The systematicity of language from philosophical systematics. Foreign Language Research, 38(2), 10-13.
Qiu, Z. F. (2008). The use of nominalized grammatical metaphors in English writing teaching. Journal of Fujian Higher Commercial College, 11(3), 100-104.
Shuai, J. Y. (2018). Research on the cultivation of college English writing ability guided by conceptual metaphor theory. Journal of Jiamusi Vocational Institute, 35(10), 296-297.
Wu, M. J. (1992). Some structural differences between English and Chinese. Fujian Foreign Language, 9(Z2), 37-39+31.
Yue, L., & Zhang, Y. (2018). A functional study of nominalization in the abstracts of linguistic academic papers. Journal of Xi’an Petroleum University (Social Science Edition), 27(3), 99-106+112.