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Abstract
The purpose of this study was to examine four linking adverbials (LAs) of result, which are THUS, THEREFORE, HENCE, and SO, in the Corpus of Contemporary American English (COCA), focusing on written academic English. The data was collected from 1,200 concordance lines of the target LAs randomly selected from ACADEMIC genre in COCA. The findings revealed that the most frequent LA was THUS. The second and third most common were THEREFORE and HENCE respectively, while the SO occurred with the least frequency. With regard to the patterns in which these LAs are used, contrary to prior studies that reported SO to be the most frequently occurring in spoken English in the initial position, over 90% of SO in academic written English was found in the middle position. The patterns of the other target LAs in the corpus-informed data also outnumbered those available in the surveyed ELT coursebooks. Pedagogically speaking, it is highly recommended that English teachers incorporate more salient LA patterns based on authentic corpus-based data into their lessons to enhance the textbook information. Keywords: linking adverbial; language corpora; ELT coursebook; academic writing; corpus-based study DOI: http://doi.org/10.17576/3L-2017-2301-11
Highlights
The linking adverbial (LA), for example for example, in summary, is considered one of the most crucial factors contributing to cohesion and coherence in English academic writing (Naderi, Keong & Latif, 2013)
To bridge this research gap, a corpusbased present study on LAs of result concentrating on their various positions which native speakers of English naturally use was undertaken, in comparison with the patterns of use included in writing textbooks
The first 300 concordance lines from Contemporary American English (COCA) showing the authentic use of American English of LAs of result: so, and in academic English were investigated
Summary
The linking adverbial (LA), for example for example, in summary, is considered one of the most crucial factors contributing to cohesion and coherence in English academic writing (Naderi, Keong & Latif, 2013). Of all the common types of LAs in English, LAs of result, like so, as a result, as a consequence, appear the most frequent in academic writing and semantically significant especially in writing cause-and-effect essays, since this type of cohesive devices effectively connects sentences or units of discourse (Biber et al 1999). Considering the vital role of LAs of result, English teachers who would like to promote their students' use of this particular LA category should take into account what to be introduced to learners in such a writing class. To bridge this research gap, a corpusbased present study on LAs of result concentrating on their various positions which native speakers of English naturally use was undertaken, in comparison with the patterns of use included in writing textbooks
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