Abstract
English academic writing is a challenging task for Chinese EFL learners. For graduate students, they need systematic and explicit guidance to improve their academic writing competence. Grammatical metaphors are important resources for constructing academic discourse, and nominalization in ideational metaphors is regarded as the most powerful tool for achieving formality, objectivity, lexical density and text cohesion typical of academic papers. This article focuses on the role of grammatical metaphors in the production of quality academic written texts. It analyzes the function of grammatical metaphors in academic register and the application of these grammatical metaphors in creating academic meanings. The paper also provides some pedagogical implications for academic writing instruction for advanced EFL learners.
Highlights
With the fast development of international exchanges for academic purposes, English is viewed as one of the most important academic languages in the world
English academic writing is a challenging task for Chinese EFL learners
This paper aims to analyze and explore the roles of grammatical metaphor in the production of quality academic papers to gain a deeper insight into the potential difficulties of Chinese advanced EFL learners’ use of grammatical metaphor in writing research papers
Summary
With the fast development of international exchanges for academic purposes, English is viewed as one of the most important academic languages in the world. The language used in academic writing context needs to be reconstructed to convey the dynamic sequence of events through static and synoptic entities that can be organized, compared and evaluated in a systematic way (Martin, 1993; Schleppegrell, 2004) This shifting process may even make the L1 novice writers have trouble. This paper aims to analyze and explore the roles of grammatical metaphor in the production of quality academic papers to gain a deeper insight into the potential difficulties of Chinese advanced EFL learners’ use of grammatical metaphor in writing research papers. It discusses pedagogical implications for the teaching practice of English academic writing
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