The role of clausal embedding in the argumentative writing of adolescent learners of English

Abstract

Abstract This article investigates the L2 English writing of junior secondary students in Spain by analysing their argumentative texts for clausal embedding in nominal groups, or noun phrases. The ability to pack information into nominal groups has been identified in L1 and ESL contexts as crucial to the development of written English, but it is still relatively neglected in EFL syllabuses. Using understandings from systemic functional linguistics (SFL), the students' argumentative texts were examined for their use of clausal embedding in nominal groups, and for the role these expanded nominal groups play in the texts. Student texts were found to use clausal embedding to facilitate presentation and organisation of ideas, but varied in their ability to exploit the potential of the nominal group expansion. Variety was found in both extent of embedding and in control of relevant language resources. It is suggested that teachers could help their students' writing development by focussing on this generally neglected language area, and some suggestions for such help are given.