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Nominalization in Applied Linguistics and Medicine: The Case of Textbook Introductions and Book Reviews

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Jalilifar A., Elhambakhsh S. E., White P. R.
Research in Language
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2018
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vol. 16
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issue 3
281-302
EN
Drawing on Systemic Functional Linguistics, this study explored variational use of nominalization in 600 textbook introductions and 200 book reviews in applied linguistics and medicine. The nominalized expressions were identified in the texts, the frequencies of the nominalization types were counted, and eventually a chi-square test was administered. Analysis of nominalization patterns across the different informational/promotional moves revealed divergent patterns in the two disciplines but insignificant differences across the genres in focus. The density of nominalizations was acknowledged in the applied linguistics introductions and book reviews. However, functional variations in the use of nominalizations were found only in the introductions. As for the proportion of nominalization to grammatical metaphor, results demonstrated a lower tendency towards nominalizing scientific information in the medicine corpus. Further research is needed to see how nominalization is exploited in other genres and other disciplines.
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A comparative study of morphosyntactic and discourse errors of intermediate and advanced EFL learners’ writing

100%
Hayati A. M., Jalilifar A., Bardideh A.
Poznań Studies in Contemporary Linguistics
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2011
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vol. 47
361
EN
The main purpose of the present paper is to identify the morphosyntactic and discourse errors of language learners at sentence and essay levels. To achieve this end, a total number of 50 Iranian university students were selected to participate in the study. Two types of test were administrated to the participants: a recognition test and a production test. In the former, the participants were asked to read 42 English sentences and identify the erroneous morphosyntactic forms; and in the latter, they were required to translate 14 Persian sentences into English and also write a two paragraph essay. Using Ferris’ (2002) model, the results indicated that there was a direct relationship between the number of errors and the participants’ level of proficiency. The results also revealed statistically significant differences between error identification and error production of both freshmen and seniors Iranian English language learners.
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