1
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298Volume 4, February 2010
Foreword
Rochelle Irene Lucas
A Study on the Intrinsic Motivation Factors in Second Language Learning
Among Selected Freshman Students
Rochelle Irene G. Lucas, Dennis Pulido, Edna Miraflores, Aileen Ignacio,
Manuelito Tacay and Janifer Lao
“
Although if is more frequent than whether...”: An Analysis of the Usesof Adverbial Clauses in Philippine English Research
Leah. E. Gustilo
Accuracy Order of Selected Grammatical Morphemes in the Monitored
Written Compositions of Filipino Adult Language Learners
Jessie S. Barrot
The Language Attitudes of Students of English Literature and D3 English at
Maranatha Christian University toward American English, British English
and Englishes in Southeast Asia, and their various contexts of use in Indonesia
Fenty L. Siregar
The Effects of Joint Reference and Mutual Exclusivity on the Application
of Whole-Object Assumption in Filipino Preschoolers
Diana Ilishera A. Go and Edna S. Miraflores
2
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298The Philippine ESL Journal: Volume 4, February 2010
Published by the Asian EFL Journal Press
Asian EFL Journal Press
A Division of Time Taylor International Ltd
TTI College
Episode Building 68-2
Daen Dong, Pusan, Korea
http://www.philippine-esl-journal.com
© Philippine EFL Journal Press 2008
This E-book is in copyright. Subject to statutory exception no reproduction
of any part may take place without the written permission of the Linguistics
Journal Press.
No unauthorized photocopying
All rights reserved. No part of this book may be reproduced, stored in a
retrieval system or transmitted in any form or by any means, electronic,
mechanical, photocopying or otherwise, without the prior written
permission of the Asian ESP Journal.
linguisticsj@yahoo.com
Editors: Dr. Paul Robertson and Dr. John Adamson
Journal Production Editor: Marcus Otlowski
The Philippine ESL journal is indexed in the Asian Education Index, Social Science
Research Network, Summons Serial Solution Index by Proquest, Google Scholar,
Open J-Gate, NewJour,
The Philippine ESL journal (ISSN 1718-2298) is published two times a year by Time
Taylor International.
This journal is part of the Asian EFL journal services. Access to on-line table of
contents and articles is available to all researchers at http://www.philippine-esljournal.
com/index.php for details.
Ulrich’s web, and EBSCO.3
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298THE PHILIPPINE ESL JOURNAL
Volume 4, February 2010
Articles
Foreword
Rochelle Irene Lucas, Editor, Philippine ESL Journal
…………...................1A Study on the Intrinsic Motivation Factors in Second Language
Learning Among Selected Freshman Students
Rochelle Irene Lucas, Dennis Pulido, Edna Miraflores, Aileen Ignacio,
Manuelito Tacay and Janifer Lao
…………………………………………...3“
Although if is more frequent than whether...”: An Analysis of the Usesof Adverbial Clauses in Philippine English Research
Leah. E. Gustilo
.………………………………………………….………...24Accuracy Order of Selected Grammatical Morphemes in the Monitored
Written Compositions of Filipino Adult Language Learners
Jessie S. Barrot
……….…………………..………………………………...45The Language Attitudes of Students of English Literature and D3
English at Maranatha Christian University toward American English,
British English and Englishes in Southeast Asia, and their various
contexts of use in Indonesia
Fenty L. Siregar
………………...........................................……………....66The Effects of Joint Reference and Mutual Exclusivity on the
Application of Whole-Object Assumption in Filipino Preschoolers
Diana Ilishera A. Go and Edna S. Miraflores
…………………...………..931
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298Foreword
The current edition of the Philippine ESL Journal features very
interesting articles from faculty members and students from De La
Salle University-Manila and Mahidol University, Thailand. The
Philippine ESL journal is greatly honored to be a new venue for
submissions from teachers and students of their various research on
language teaching, second language acquisition and learning.
The first article from Lucas et al. presents the intrinsic
motivations that compel students in learning the English language in
selected tertiary institutions in Manila. It was found that students are
intrinsically motivated to learn speaking and reading skills via IM
knowledge and accomplishment. The results suggest that these
learners are motivated to learn these communicative skills because
they find these skills interesting and relevant to their learning.
Moreover, the knowledge of these communicative skills seems to help
them achieve their learning goals from which they will benefit from
the future.
The second article written by Gustilo looks into the
distribution and the functions of the semantic classes of adverbial
clauses in the different organizational sections of L2 research articles
in the field of applied linguistics and language teaching. The paper
recommended that more studies be done such that the utilization of
adverbial clauses in different genres of discourse can be explored and
comparisons of findings can be done across genres and across
languages.
The third article presented by Barrot examines the accuracy
order of selected grammatical morphemes in students’ narrative and
expository essays and its implications for language teaching. The
results suggest that the accuracy order of selected morphemes in the
monitored written compositions of Filipino adult language learners
presented variation from the established accuracy order in
unmonitored language use (Villiers and de Villiers, 1973, Dulay and
Burt, 1973/1974, and Bailey, Madden and Krashen, 1974). Moreover,
the study presents some pedagogical implications of the accuracy
order for syllabus design and national curriculum development.
Siregar’s article investigates Indonesian students’ attitudes
toward American English, British English and Englishes in Southeast
2
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298Asia (Philippine English, Singaporean English, and Malaysian
English), and their various contexts of use in Indonesia. The result of
the study which seems to agree with previous studies (Giles 1970,
Ryan et al. 1984, Garrett et al. 2003, Hiraga 2005), suggests that
learners have more positive attitudes toward types of English which
have a more prestigious status.
The fifth article written by Go and Miraflores, focuses on how
the whole object assumption is superseded by mutual exclusivity.
These are some language learning constraints that aid young children
in their development of speech. The results of the study yield very
interesting results such as: (1) striking colors and brightly colored
patterns are observed to influence young children’s perception of
whole objects; (2) mutual exclusivity is only applied to novel word
learning which is salient depending on the cognitive maturity of
children and finally, joint reference is less significant in word learning
as children develop verbally and are less dependent on linguistic
cues.
I wish to thank Dr. Paul Robertson for bringing to the country
this very important online journal as a new venue to showcase the
research done by teachers and students. Kudos to Dr. Carlo Magno,
the Editor of this journal, for his commitment to the propagation of
research in second language acquisition and learning and language
teaching in the Philippines.
Dr. Rochelle Irene Lucas
Associate Editor
3
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298A Study on the Intrinsic Motivation Factors in Second
Language Learning Among Selected Freshman Students
Rochelle Irene Lucas
Dennis Pulido, Edna Miraflores, Aileen Ignacio, Manuelito Tacay and
Janifer Lao
De La Salle University, Manila, Philippines
Abstract
The paper focused on intrinsic motivation factors that may help
identify what specific L2 communicative skill students are more
motivated to learn. The study involved 240 freshman college students
from different universities and colleges in Metro Manila. A 48-item
questionnaire was administered to the selected respondents. The
results of the study showed that students are intrinsically motivated
to learn speaking and reading skills and that they are intrinsically
motivated via knowledge and accomplishment. These may suggest
that students are motivated to learn these linguistic skills due to the
very nature of the skills which they find interesting and relevant to
them. The mastery of these linguistic skills somehow helps them
achieve their learning goals which may bring benefits to them in the
future.
Introduction
Background of the Study
Motivation is an important factor in learning a second and
foreign language (Gardner, 1985b; Scarcella & Oxford, 1992). It is
defined as the individual’s attitudes, desires, and effort (Gardner,
Tremblay & Masgoret, 1997). Moreover, Ryan and Deci (2000) define
motivation as concerning energy, direction, persistence and
equifinality-all aspects of activation and intention.
In the field of second language acquisition (SLA), motivation
has been identified as one of the key factors that determine L2
4
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298achievement and attainment. It serves as an impetus to generate
learning initially and later as a sustaining force to the tedious process
of acquiring a target language (Cheng & Dornyei, 2007).
Several studies have been undertaken in order to investigate
second language learning motivation ever since Gardner and Lambert
(1959) instituted this concept. They perceived the L2 as a mediator
between the various ethnolinguistic communities and as such, the
motivation to acquire the language of the other L2 community was
seen to play a vital role in either promoting or hampering
intercultural communication.
Around the 1990s, there was a noted shift in the manner many
L2 researchers conceptualized motivation and this was reflected in
the number of researches produced for a more education-centered
approach that was more in congruence with the mainstream
educational psychological research (e.g. Crookes & Schmidt, 1991;
Dornyei, 1990 & 1994; Oxford & Shearin, 1994; Tremblay & Gardner,
1995; Williams & Burden, 1997). The new paradigm expanded the L2
motivation studies by (1) promoting cognitive aspects of motivation,
especially those related to the learner’s “self” (e.g. need for
achievement, self-confidence/efficacy, self-determination); (2)
integrating various influential theories that were already prevalent in
mainstream psychology (e.g. goal theories and attribution theory);
and (3) focusing on situational factors relevant to classroom
application (e.g. characteristics of the language course and language
teacher) (Cheng & Dornyei, 2007).
The study investigated which specific intrinsic motivation
factors influence young adult students to learn the four
communicative skills-writing, reading, speaking and listening.
Moreover, the research also examined what macro skill they are more
likely to be motivated to learn.
Nature of Motivation
Motivation is one of the main determinants of second/foreign
language (L2) learning achievement. In the last thirty years, there had
been considerable amount of research done that explores on the
nature and role of motivation in the L2 learning process.
Canadian psychologists Gardner and Lambert who with the
help of their colleagues and students grounded motivation research
5
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298in a social psychological framework have initiated the bulk of these
researches. They also established scientific research procedures and
introduced standardized assessment techniques and instruments thus
bringing L2 motivation research to reach its zenith in the field of
research (Dornyei, 1994).
In their early institution of L2 motivation, Gardner and
Lambert (1959; 1972) suggested that an individuals’ motivation to
learn an L2 is nurtured by both attitudes toward the L2 community
and the goals, or orientations, sought through the acquisition of the
L2. These researchers identified two classes of motivation. First,
integrative motivation
contact with, and perhaps to identify with, members from the L2
community. This orientation can be contrasted with the
orientation
practical goal, such as job advancement or course credit (Noels,
Pelletier, Clement & Vallerand, 2000).
Ryan, Kuhl and Deci (1997) introduced the Self-Determination
Theory (SDT) which they defined as an approach to human
motivation and personality that utilizes traditional empirical methods
while employing a metatheory that highlights the importance of
human’s evolved inner resources for personality development and
behavioral self-regulation. This approach examines people’s inherent
growth tendencies and innate psychological needs that are the basis
for their self-motivation and personality integration, as well as for the
conditions that foster those positive processes.
Ryan and Deci (2000) further looks into motivation in the light
of SDT. Because of the functional and experiential differences
between self-motivation and external regulation, a major focus of SDT
has been to supply a more differentiated approach to motivation, by
asking what kind of motivation is being exhibited at any given time.
By considering the perceived forces that move a person to act, SDT
has been able to identify several distinct types of motivation, each of
which has specifiable consequences for learning, performance,
personal experience, and well-being. Moreover, by articulating a set
of principles concerning how each type of motivation is developed
and sustained, or forestalled and undermined, SDT at once
recognizes a positive thrust to human nature and provides an account
of passivity, alienation, and psychopathology.
6
refers to a desire to learn the L2 in order to haveinstrumental, which refers to a desire to learn the L2 to achieve somePhilippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298Perhaps due to this conceptual impasse, there has been much
discussion about the nature of language learning motivation and a
shift among some of the scholars to consider alternative models.
These models are not meant to replace the
integrative-instrumentalmotivation paradigm but rather to complement it. One alternative
that has been introduced is the distinction between intrinsic and
extrinsic motivation.
Intrinsic and Extrinsic Motivation
According to the self-determination theory (Deci and Ryan,
1985; 1995), there are two general types of motivation, one based on
intrinsic interest in the activity per se and the other based on rewards
extrinsic to the activity itself. These types of motivation are not
categorically different, but rather lie along a continuum of selfdetermination.
Intrinsic motivation (IM) refers to motivation to engage in
activity because it is enjoyable and satisfying to do. Ryan and Deci
(1985) believe that intrinsic motivation is founded upon innate needs
for competence and self-determination. They hypothesize that when
people are free to choose to perform an activity, they will seek
interesting situations where they can rise to the challenges that the
activity presents. By striving to meet these challenges, learners
develop a sense of competence in their abilities.
Ryan and Deci (2000) posit that no single phenomenon reflects
the positive potential of human nature as much as intrinsic
motivation, which is defined as the inherent tendency to seek out
novelty and challenges, to extend and exercise one’s capacities, to
explore, and to learn. Developmentalists acknowledge that from time
of birth, children, in their earliest and healthiest states, are active,
inquisitive, curious, and playful, even in the absence of rewards. The
whole construct of intrinsic motivation describes this natural
inclination toward assimilation, mastery, spontaneous interest, and
exploration that is so essential to cognitive and social development
and that represents a principal source of enjoyment throughout life
(Csikszentmihalyi & Rathunde, 1993; Ryan, 1995 in Ryan & Deci,
2000).
Ryan, Kuhl and Deci (1997) also argued that despite the fact
that humans are liberally endowed with intrinsic motivations, it is
7
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298clear that the maintenance and enhancement of this inherent
propensity requires supportive conditions, as it can be readily
disrupted by various nonsupportive conditions. Thus, their theory of
intrinsic motivation does not concern what causes intrinsic
motivation, but rather, it examines the conditions that elicit and
sustain, versus subdue and diminish this innate propensity.
Thus, Deci and Ryan (1985) presented the Cognitive
Evaluation Theory (CET) as a subtheory within SDT that had the aim
of specifying factors that explain variability in intrinsic motivation.
CET was conceptualized in terms of social and environmental factors
that facilitate versus undermine intrinsic motivation, being inherent,
will be catalyzed when individuals are in conditions that conduce
toward its expression. The study of conditions that facilitate versus
undermine intrinsic motivation is an important step in understanding
sources of both alienation and liberation of the positive aspects of
human nature. Furthermore, CET specifies that feelings of
competence will not enhance intrinsic motivation unless accompanied
by a sense of autonomy (Fisher, 1978; Ryan, 1982 in Ryan & Deci,
2000).
To sum, CET framework suggests that social environments can
facilitate or forestall intrinsic motivation by supporting versus
thwarting people’s innate psychological needs. Strong links between
intrinsic motivation and satisfaction of the needs for autonomy and
competence have been demonstrated. It is critical to remember that
people will be intrinsically motivated only for activities that hold
intrinsic interest for them, activities that have the appeal of novelty,
challenge, or aesthetic value (Ryan and Deci, 2000).
Although intrinsic motivation is an important type of
motivation, it is not the only type of motivation (Deci and Ryan,
1985). According to SDT, these different motivations reflect differing
degrees to which the value and regulation of the requested behavior
have been internalized and integrated.
The term extrinsic motivation refers to the performance of an
activity in order to attain some separable outcome, and thus, contrasts
with intrinsic motivation, which refers to doing an activity for the
inherent satisfaction of the activity itself.
In contrast to intrinsically motivated behaviors, extrinsic
motivation (EM) are those actions carried out to achieve some
instrumental end, such as earning a reward or avoiding a
8
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298punishment. This type of motivation does not necessarily imply a
lack of self-determination in the behaviors performed. Ryan and Deci
(1985) and Vallerand (1987) maintained that different types of
extrinsic motivation (EM) could be classified along a continuum
according to the extent to which they are internalized into the selfconcept
(i.e., the extent to which the motivation is “self-determined”).
Intrinsic Motivation in Learning
Vallerand (1997) created the Academic Motivation Scale (AMS)
on the basis of the self-determination theory instituted by Deci and
Ryan (1985). The intrinsic motivation is divided into three types:
intrinsic motivation to know (IM-Knowledge), intrinsic motivation
toward accomplishment (IM-Accomplishment), and intrinsic
motivation to experience stimulation (IM- Stimulation). IMknowledge
refers to motivation for doing an activity for the pleasure
related to developing knowledge and new ideas. IM-accomplishment
however, is the feeling associated with attempting to realize a goal or
master a task. And IM- stimulation refers to motivation based on the
sensations stimulated by doing a task, i.e. fun and excitement
(Carreira, 2005).
Related Studies
Several studies have been conducted on the importance of
intrinsic motivation in second language learning.
Noels (2001a) investigated the relations between perception of
teachers’ communicative style and students’ motivation. The results
suggested that the teacher’s behavior affects the students’ generalized
feelings of autonomy and competence. That is, the more the teacher
was perceived as controlling, the less the students felt they were
learning Spanish spontaneously and the lower the students’ intrinsic
motivation. In contrast, the more the teacher was perceived as being
actively involved in the students’ learning by giving informative
praise and encouragement, the more the students felt competent in
learning Spanish. Noels also found that the integrative orientation
was strongly correlated with intrinsic motivation and identified
regulation. However, this is not to indicate that intrinsic and
integrative motivations are identical (Noels, 2001a).
9
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298Schimdt, Boraie and Kassabgy (1996) used the dichotomy of
extrinsic and intrinsic motivation for their questionnaire. A
questionnaire for motivational factors includes 50 items: Intrinsic
motivation, 5 items; extrinsic motivation, 15 items; personal goals, 5
items, expectancy/control components, 9 items; attitudes, 4 items;
anxiety, 6 items; and motivational strengths, 6 items. The factor
analysis produced nine factors: determination, anxiety, instrumental
motivation, sociability, attitudes to culture, foreign residence,
intrinsic motivation, beliefs about failure, and enjoyment. Schimdt et
al. defined extrinsic motivation as motivation to obtain an external
reward and intrinsic motivation as motivation to get sufficient
rewards from the activity itself. They stated that intrinsic-extrinsic
distinction is similar to integrative-instrumental distinction, but not
identical. Both instrumental and integrative motivation can be seen as
subtypes of extrinsic motivation, because both are related to goals
and outcome. They also concluded that instrumental and integrative
motivation are not a dichotomy and that there are some learners who
are both instrumentally and integratively motivated to learn a foreign
language and those who are neither instrumentally nor integratively
motivated.
Jacques (2001) developed a questionnaire based on Schmidt et
al. 1996. There are three types of student questionnaires. One of them
includes 52 items concerning motivation: integrative orientation,
interest in foreign language and cultures, language requirement,
heritage requirement, instrumental orientation, intrinsic motivation,
etc. After factor analysis, six factors were extracted: value
components, expectancy components, motivational strength,
competitiveness, heritage languages and cooperativeness.
Noels, Clement and Pelletier (1999) investigated how students
perceptions of their teachers’ communicative style, particularly the
extent to which teachers are perceived to support student’s autonomy
and to provide useful feedback about students’ learning progress, are
related to students’ extrinsic and intrinsic motivational orientations.
The study also examined the link between these variables and various
language learning outcomes, including effort, anxiety, and language
competence. Students registered in a summer French immersion
program (N=78) completed a questionnaire that was used to assess
the constructs described above. Correlational analyses determined
that stronger feelings of intrinsic motivation were related to positive
10
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298language learning outcomes, including greater motivational intensity,
greater self-evaluations of competence, and a reduction in anxiety.
Moreover, perceptions of the teacher’s communicative style were
related to intrinsic motivation, such that the more controlling and the
less informative students perceived the teacher to be the lowest
students’ intrinsic motivation was. The implications of perceptions of
teacher communicative style for motivation and language learning
outcomes are discussed.
By and large, these studies on motivation have presented
pertinent discussions as to the importance of motivation in language
learning. It has been shown that teachers are influential in their
students’ motivation towards their own learning competencies.
Although some studies also presented that students do not need to be
motivated to learn certain skills. Another study presented additional
variables not found in the existing standardized questionnaires on
motivation, as other interesting indicators may stimulate learner’s
motivation to learn pertinent skills. And finally, an investigation of
how intrinsic motivation influence positive learning outcomes of the
learners has given an added dimension to the growing number of
studies done on motivation.
The Research Framework
Figure 1
Schematic Representation of Intrinsic Motivation in L2 Communicative
Skills Learning
Writing Reading
Speaking Listening
Intrinsic Motivation-Knowledge
Intrinsic Motivation – Accomplishment
Intrinsic Motivation- Simulation
11
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298The study investigated if students are intrinsically motivated
to learn L2 communicative skills such as writing, reading, speaking
and listening. It also examined the factors of intrinsic motivation that
may help determine why and why they are not motivated to learn
those macro skills. This study adapted Deci and Ryan’s (1985) selfdetermination
theory and Vallerand’s (1997) Academic Motivation
Scale (AMS).
According to Deci and Ryan’s (1985) self-determination
approach to motivation, intrinsic motivation refers to motivation to
perform an activity simply for the pleasure and satisfaction that
accompany the action. These feelings of pleasure are derived from
fulfilling innate needs for competence and self-determination (Deci &
Ryan, 1985; Deci, Vallerand, Pelietier & Ryan, 1991).
Vallerand (1997) on the other hand, identified three types of
intrinsic motivation:
motivation toward accomplishment (IM-A)
experience stimulation (IM-S).
doing an activity for the feelings associated with exploring new ideas
and developing knowledge. IM-accomplishment refers to the
sensations related to attempting to master a task or achieve a goal.
Finally, IM-stimulation relates to motivation based simply on the
sensations stimulated by performing the tasks, such as aesthetic
appreciation or fun and excitement. The common basis of these
subtypes is the pleasurable sensations experienced during the selfinitiated
and challenging activity (Noels, Pelletier, Clement &
Vallerand, 2003).
The study examined if freshman college students are
intrinsically motivated to learn their L2. Moreover, the research
explored possibilities, if there is a tendency for the students to learn a
particular communicative skill because they are intrinsically
motivated to do so.
The relations between intrinsic motivation and the other three
orientations vis a vis learning the L2 macro skills maybe interesting to
note. Learning a target language may give rise to positive feelings
through the promotion of autonomy, self-perceptions of competence
or both. Hence, to integrate self-determination theory into current
discussions on L2 learning, it is imperative to explore the relations
between these orientations and the motivational constructs described
by Deci and Ryan (1985) and Vallerand (1997).
12
Intrinsic motivation to know (IM-K), Intrinsicand Intrinsic motivation toIM-knowledge is the motivation forPhilippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298Significance of the Study
The study would be very helpful in explaining why students
are more motivated to learn one communicative skill over the other.
This research might be helpful to teachers and curriculum designers
to make improvements on the current English program their
respective schools are implementing specifically to address concerns
why students are not well rounded in the development of all four
macro skills in the L2.
Statement of the Problem
The study intends to obtain answers to the following
questions:
1. Are students intrinsically motivated to learn the four
macro-skills in the English language?
2. What intrinsic motivation factors influence students to
learn the L2 communicative skills?
Scope and Limitations
The study included six classes from various tertiary
institutions in the NCR namely: DLSU-Manila, San Beda College , Las
Piñas City, UST, PNU, Rogationist College and FEU. The research
employed the use of a questionnaire adapted from Mori (2002);
Vandergrift (2005) and Noels, Pelletier, Clement & Vallerand (2000) to
examine the perceptions of freshman students regarding the
communicative skills that they are more motivated to learn. A total of
240 students were the target respondents of this study.
The research did not examine other variables such as gender
and age in the examination of the intrinsic motivation of the students
as these variables cannot be identified from the questionnaires.
13
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298Method
Research Design
The study is descriptive in nature. The researchers conducted a
survey involving freshman college students from different tertiary
institutions in the NCR. The 48-item survey questionnaire was
designed by the researchers but was adapted from previous
questionnaires devised by Mori (2002), Vandergrift (2005) and Noels,
Pelletier, Clement & Vallerand (2003) in their respective studies.
Participants
The participants were freshman college students from different
colleges and universities in Manila. The schools included are: De La
Salle University-Manila, San Beda College Las Piñas City, Philippine
Normal University, University of Santo Tomas, Far East University
and Rogationist Seminary in Parañaque City. 40 students from 1 Basic
English One class were the respondents of the 48-item questionnaire
designed by the researchers, which was adapted from Mori (2002),
Vandergrift (2005) and Noels, Pelletier, Clement & Vallerand (2003).
A total of 240 students were the target respondents of this study.
Instrument
The proponents of this study used only 1 type of scale, which
is a 5-point agree/disagree scale. Although the idea for this study
came about from Noels, Pelletier, Clement, and Vallerand’s (2000)
study, the proponents did not fully adapt the questionnaire used in
that study as it involved several variables namely Intrinsic
motivation, Extrinsic motivation and Amotivation and it used several
types of scale to measure the aforementioned variables. The modified
questionnaire covered items on the different intrinsic motivation
types (IM-stimulation, accomplishment and knowledge) and the
corresponding L2 macroskills (listening, speaking, reading and
writing). The table below presents the distribution of the items in the
questionnaire:
14
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298Communication Skills
IM Type Listening Speaking Reading Writing
Stimulation 1, 13, 25,37 10, 22, 34, 46 7, 19, 31, 43 4, 16, 28, 40
Accomplishment 5, 17, 29,41 2, 14, 26, 38 11, 23, 35, 47 8, 20, 32, 44
Knowledge 9,21, 33, 45 6, 18, 30, 42 3, 15, 27, 39 12, 24, 36, 48
Given that the focus of this proposed study was only intrinsic
motivation, the proponents used an agree/disagree scale which Noels
et al. used in studying this particular variable in their study. The only
difference is that Noels et al. made use of a 7-point scale whereas the
proponents used a 5-point scale. The researchers decided on a 5-point
scale as this would be simpler for the respondents to understand
compared to a 7-point scale.
A copy of the proposed questionnaire is found in the
appendix. The phrasing of the statements was patterned after Noels
et al.’s study. The proposed scale has the following response-option
definitions:
5- Strongly Agree
4- Agree
3- Neither Agree nor Disagree (this is considered neutral)
4- Disagree
5- Strongly Disagree
The definitions of each of the numeric value in the scale are
reflected on the questionnaire to serve as a guide for the respondents
while answering the paper.
Procedure
Researchers prepared survey questionnaires before they were
distributed to the target respondents. Since some of the teachers in
this research team taught in the identified schools, the research
proponent wrote a letter to the English department chairs/college
deans to seek permission to conduct the survey. The letter included
the objective of the research and a sample questionnaire.
The teacher then conducted the survey once the department
head or the college dean had approved the request. As explained
15
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298earlier, the teacher would only involve 40 college freshman students
from 1 section of the identified institution.
Data collected were tallied and subjected to non parametric
statistical analyses of the data, the main proponent wrote the report.
Some of the members of the research team were requested to assist in
the writing and editing of the final paper.
Method of Analysis
Scores obtained from the questionnaire were checked for
reliability by doing the Cronbach-alpha coefficient test, which is
typically used to test reliability or consistency. It is considered that a
reliability coefficient of .70 or higher is considered “acceptable.” As
for validity, this was checked by running a Pearson-moment
rcorrelation coefficient test. A correlation of 0.15 or higher is
considered a significant indicator of test validity.
Aside from running these tests, the scores were expected to be
reliable and valid based on the following conditions:
1. The information requested was known to the respondents
since the statements were about their motivations in
learning L2 macro skills.
2. The questions were phrased clearly and unambiguously.
3. The questions referred to current perceptions of these
students.
4. The questions were non-threatening, not embarrassing, and
did not violate the privacy of the respondents.
The scores were tabulated and were subjected to a nonparametric
statistical analysis since the data did not yield very
significant results. This analysis was used because there were several
response variables (referring to the motivations) that were employed
to explain a single classification variable (referring to a specific L2
macro skill).
To ensure the quality of the analysis and interpretations,
consultations with statisticians were made.
16
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298Results
Table 1
Means and Standard Deviations of the Different Types of
Intrinsic Motivation on Various English Language Tasks
Listening Speaking Reading Writing
M SD M SD M SD M SD
Stimulation
3.813 0.617 3.822 0.612 3.792 0.610 3.77 0.679Accomplishment
3.905 0.589 4.094 0.543 4.047 0.564 3.712 0.629Knowledge
3.822 0.587 4.037 0.578 4.081 0.582 3.785 0.718Table 1 shows that students are intrinsically motivated to learn
certain communicative skills depending on what type of intrinsic
motivation they more or less use.
who are intrinsically motivated by
Speaking is preferred by studentsaccomplishment (IMAccomplishment)(M=4.093) and also those who are intrinsically
motivated by
followed by students who are interested in
intrinsically motivated by
knowledge (IM-Knowledge) (M=4.037). Moreover, this isreading who areaccomplishment (IM-Accomplishment)(M=4.047) and
freshman students seem to be intrinsically motivated as they utilize
their
motivated to listen through
knowledge (IM-Knowledge) (M=4.081). Furthermore,listening skills. The results indicate that students are intrinsicallyaccomplishment (IM-Accomplishment)(M=3.905) and also
knowledge (IM-Knowledge) (M=3.822).Discussion
The findings suggest that the students who participated in the
survey are intrinsically motivated to learn the four macro-skills in
their L2, English. Specifically, students are found to be
preponderantly motivated intrinsically in the three macroskills such
as speaking, reading and listening via
accomplishment and knowledge.Vallerand (1997) refers to IM-Accomplishment as the sensations
related to attempting to master a task or achieve a goal. Whereas, IMKnowledge
is the motivation to perform an activity for the feelings
associated with exploring new ideas and developing knowledge.
These two sub-types of intrinsic motivation found in the respondents
would suggest that these learners are willing to learn the second
17
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298language to attain certain goals may it be the new knowledge or skill
they may acquire or even the mastery of certain skills, in this case
speaking, reading and listening.
Moreover, the results yield a positive relationship between the
students’ intrinsic motivation and their L2 which is not surprising
since English plays a major role in the academic and the social
environment where the students move. This can be accounted for by
the fact that the Filipinos are exposed to a bilingual environment.
Furthermore, the findings seem to undermine a perceived autonomy
and competence on the part of the learners as this exposure to the
English language in their early stages of learning assists them in their
learning of the second language. This inherent propensity to learn
English through the use of the macroskills (reading, speaking and
listening) is due to our learners’ inclination towards assimilation,
mastery and spontaneous interest to this language as a result of their
early exposure to the language. Moreover, it can also be assumed that
learning this language may bring tangible rewards to the learners
such as opportunities for self direction and acknowledgement of
learners’ success in learning the language which were found to
further enhance intrinsic motivation as suggested by Ryan and Deci
(1985).
The college students who took part in the study are required to
enroll in nine units of English subjects (Writing, Research Writing and
Speech) and three units of Literature in English (CHED
Memorandum Order No. 59 Series of 1996). The other General
Education Curriculum subjects (Mathematics and Natural Sciences,
Humanities and Social Sciences, and Mandated Subjects) have
materials that are mostly printed and taught in English. Although
these may be considered as extrinsic factors, it appears that the
learners have taken it upon themselves the responsibility for their
learning in the L2.
The social environment of the students also encourages their
ability to use their L2. The proliferation of western media and the
internet (Oliva, 2008; Romualdez, 2009) may be considered as a factor
that intrinsically motivates them to learn English. This then suggests
that learning the L2 fulfills the needs for competence and selfdetermination
of the students who participated in the survey vis-à-vis
their academe and society.
18
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298As far as the preferred macroskills are concerned, the current
study also found that
students who are intrinsically motivated by
speaking is the most preferred macro-skill by theaccomplishment andknowledge
that an utterance in the L2 is spontaneous, its immediate production
may indicate a learner’s competence in the language. The reply to the
utterance and the discourse that ensues are possible evidence of
ability in the L2 (Brouwer, 2003). The reactions of the interlocutors
showing whether the communicative target has been achieved or
otherwise as manifested by agreement or disagreement (verbally or
non-verbally) (Huang, 2007) can possibly motivate the learner to
develop communicative competence in speaking. The opportunity to
converse (formally or informally) in what is considered as a prestige
language might also be a reason why speaking is preferred by the
students. The possibility of job advancement (Vandergrift, 2005)
because of the requirement of their major and course to speak in
English might also be a driving factor for students to master this skill.
The results also produced surprising findings as reading (via
which may be attributed to the nature of the skill. Givenaccomplishment
followed by listening. In the current time, reading is said to be the
most neglected skill by our students among the four macroskills.
What is interesting is the fact that a lot of Filipino learners are still
interested to read. This can be due to the fact that our young students
now are very attuned to on-line activities such as social networking
(blogs, Facebook, Twitter, Friendster, Multiply and MySpace), emails
and net surfing which somehow promote the use of reading. These
computer mediated activities are indeed helpful venues that may
allow inherent interest in the use of the skills and also the use of the
second language. Undeniably, listening becomes the third most
utilized language skill as this accompanies speaking.
By and large, the results suggest that Filipino freshman
students are intrinsically motivated to learn English as a result of
their exposure to the language. Moreover, these learners are
inherently motivated to use English in speaking, reading and
listening due to the nature of these skills and the tangible rewards
that these skills may bring the learners.
19
and knowledge) becomes the second preferred skillPhilippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298Conclusions and Recommendations
Conclusions
The study clearly showed that freshman students are
intrinsically motivated to learn specific language skills such speaking
and reading in their second language, English. This can be explained
by the students’ interest in speaking using the L2 with their peers and
even inside the classroom as it is a requirement in all English courses
that the L2 should be widely spoken. Also, due to the proliferation of
foreign media, computer mediated activities and reading materials in
the country, reading also becomes one of the linguistic skills that
students are intrinsically motivated in.
Moreover, it was found that students by and large, are
intrinsically motivated via accomplishment and knowledge. These
findings suggest that these learners are attempting to master their
skills in speaking and reading as manifested in their intrinsic
motivation towards the accomplishment of these goals and also
manifest an intense appreciation in learning these linguistic skills as
shown in their intrinsic motivation towards knowledge. These would
show that students still put premium in learning the L2 as this would
be their key for their success for possible future employment. Also,
their appreciation and enjoyment in using the English language stem
from their early exposure to the English language.
The study puts forward the reality that indeed, English is a
prestigious language and that students will always be interested to
learn this language due to the many benefits it may bring. Their
bilingual exposure at a very early stage in their lives puts the Filipino
young language learner to an advantage over their Asian
counterparts.
Recommendations
Since there have been only few research done on motivation,
specifically in L2 learning in the Philippine setting, there are several
recommendations as regards the direction that studies on this topic
should take. First, L2 intrinsic motivation studies might be extended
to students coming from other levels of education, i.e. high school
and graduate students. Further insights might be gleaned from them
20
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298by asking these groups of participants to take part in the study since
the use of English is prevalent among them. Second, L2 extrinsic
motivation studies might also be conducted to provide a holistic point
of view as to what motivates Filipinos to learn and use their L2.
Consequently, the results of these kinds of studies might be beneficial
to English language teachers since they can incorporate the findings
in the planning and execution of their lessons. Third, although
amotivation appears to be the common nemesis of the two kinds of
motivation aforementioned, still it would be beneficial to delve into
research on the lack of motivation since in doing so it might be
possible to make amotivated students fully engaged in their learning
an L2 specifically and learning per se generally.
Without a doubt, there are still so many things to be done
when it comes to conducting research on motivation. In the end, the
voluminous amount that might come from studies related to the said
topic would further enhance how teachers practice their profession
and how students acquire and process knowledge in general.
References
Brouwer, C. E. (2003). Word searches in NNS-NS interaction:
Opportunities for language learning?
Journal, 87
Carreira, J. M. (2005). New framework of intrinsic/extrinsic and
integrative/instrumental motivation in second language
acquisition.
Cheng, H. F., & Dornyei, Z. (2007). The use of motivational strategies
in language instruction: The case of EFL teaching in Taiwan.
Modern Language, 534-45.The Keiai Journal of International Studies, 16, 39-64.Innovation in Language Learning and Teaching
Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the
research agenda.
Csikszentmihalyi, M., & Rathunde, K. (1993). The measurement of
flow in everyday life: Toward a theory of emergent motivation.
In Ryan, R. M., & Deci, E. (2000). Self-determination theory and
the facilitation of intrinsic motivation, social development, and
well being.
Deci, E. L., & Ryan, R.M. (1985).
Determination in Human Behavior.
21
, 1, 153-174.Language Learning, 41, 469-512.American Psychologist, 55, 68-78.Intrinsic Motivation and SelfNew York: Plenum Press.Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R.M. (1991).
Motivation in education: The self-determination perspective.
The Educational Psychologist
Deci, E.L., & Ryan, R.M. (1995). Human autonomy: The basis for true
self-esteem. In Kernis, M. H. (Ed.).
, 26, 325-346.Efficacy, Agency and Selfesteem.New York: Plenum.
Dornyei, Z. (1990). Conceptualizing motivation in foreign language
learning.
Dornyei, Z. (1994). Motivation and motivating in the foreign
classroom.
Fisher, C. D. (1978). The effects of personal control, competence, and
extrinsic reward systems on intrinsic motivation. In Ryan, R.
M., & Deci, E. (2000). Self-determination theory and the
facilitation of intrinsic motivation, social development, and
well being.
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in
second language acquisition.
266-272.
Gardner, R. C., & Lambert, W. E. (1972).
Second Language Learning.
Gardner, R. C. (1985b).
The Role of Attitudes and Motivation.
Gardner, R. C., Tremblay, P. E., & Masgoret, A. M. (1997). Towards a
full model of second language learning: An empirical
investigation.
Huang, Y. (2007).
Jacques, S. R. (2001). Preferences for instructional activities and
motivation: A comparison of student and teacher
persepectives. In Dornyei, Z., & Schmidt, R. (Eds.).
and Second Language Acquisition.
Hawaii Press.
Noels, K. A., Clement, R., & Pelletier, L. G. (1999). Perceptions of
teacher communicative style and students’ intrinsic and
extrinsic motivation.
34.
Noels, K. A. (2001a). Learning Spanish as a second language :
Learners’ orientations and perceptions of their teachers’
communication style.
22
Language Learning, 40, 45-78.Modern Language Journal, 78, 273-284.American Psychologist, 55, 68-78.Canadian Journal of Psychology, 13,Attitudes and Motivation inRowley: MA: Newbury House.Social Psychology and Second Language Learning:London: Edward Arnold.Modern Language Journal, 81, 344-362.Pragmatics. Oxford: Oxford University Press.MotivationHonolulu: University ofModern Language Learning Journal, 83, 23-Language Learning, 51, 107-144.Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298Noels, K. A., Pelletier, L. G., Clement, R., & Vallerand, R. J. (2000).
Why are you learning a second language? Motivational
orientations and self-determination theory.
50
Mori, S. (2002). Redefining motivation to read in a foreign language.
Language Learning,, 57-85.Reading in a Foreign Language, 14
Oliva, E. (2008).
April 2009, from
http://blogs.inquirer.net/techaddicts/2008/02/.
Oxford, R., & Shearin, J. (1994). Language learning motivation:
Expanding the theoretical framework.
, 92-110.Why Yahoo! is Betting on the Philippines. Retrieved on 2Modern Language Journal,78
Romualdez, B. (2009).
2009, from
http://www.philstar.com/Article.aspx?articleId=471364.
Ryan, R. M., & Deci, E. (2000). Self-determination theory and the
facilitation of intrinsic motivation, social development, and
well being.
Ryan, R. M. (1995). Psychological needs and the facilitation of
integrative processes. In Ryan, R.M., & Deci, E. (2000). Selfdetermination
theory and the facilitation of intrinsic
motivation, social development, and well being.
Psychologist, 55,
Ryan, R. M., Kuhl, J., & Deci, E. L. (1997). Nature and autonomy:
Organizational view of social and neurobiological aspects of
self-regulation in behavior and development. In Ryan, R. M., &
Deci, E. (2000). Self-determination theory and the facilitation of
intrinsic motivation, social development, and well being.
, 12-28.Takin’ Care of Business. Retrieved on 2 JuneAmerican Psychologist, 55, 68-78.American68-78.American Psychologist, 55,
Ryan, R. M. (1982). Control and information in the intrapersonal
sphere: An extension of cognitive evaluative theory. In Ryan,
R. M., & Deci, E. (2000). Self-determination theory and the
facilitation of intrinsic motivation, social development, and
well being.
Scarcella, R., & Oxford, R. (1992).
The Individual in the Communicative Classroom.
23
68-78.American Psychologist, 55, 68-78.The Tapestry of Language Learning:Boston: Heinle.Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298Schimdt, R., Boraie, D., & Kassabgy, O. (1996). Foreign language
motivation: Internal structure and external connections. In
Oxford, R. L. (Ed.). La
the New Century.
Tremblay, P. F., & Gardner, R. C. (1995). Expanding the motivation
construct in language learning.
505-518.
Williams, M., & Burden, R. L. (1997).
nguage Learning Motivation: Pathways toHonolulu, HI: University of Hawaii Press.Modern Language Journal, 79,Psychology for Language Teachers.Cambridge: Cambridge University Press.
Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and
extrinsic motivation. In Zanna, M. P. (Ed.).
Experimental Social Psychology
CA: Academic Press.
Vandergrift, L. (2005). Relationships among motivation orientations,
metacognitive awareness and proficiency in L2 listening.
Advances in(Vol. 29, pp. 271-360). San Diego,Applied Linguistics, 26
, 70-89.About the Author
Dr. Rochelle Irene Lucas is presently the Vice Dean of the College of
Education of De La Salle University. She belongs to the Department
of English and Applied Linguistics. Her specialization includes
Psycholinguistics, Bilingualism, and Language and Gender.
24
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298“
An Analysis of the Uses of Adverbial Clauses in
Philippine English Research Articles
Although if is more frequent than whether...”:Leah. E. Gustilo
De La Salle University, Manila, Philippines
Abstract
The purpose of this paper is to analyze the distribution and the
functions of the semantic classes of adverbial clauses in the different
organizational sections of L2 research articles in the field of applied
linguistics and language teaching. Compared with nouns and verbs,
the study of adverbs and adverbials is less popular because of the
notion that they are not the main elements of sentence meaning.
However, adverbs and adverbials are significant because of the roles
they play in discourse. This study used 20 research articles selected
from four journals and a book, which contained research papers
written by Filipino authors. The clauses were manually marked and
classified according to their semantic classes, and were counted
separately according to the four conventional organizational units
identified: Introduction, Methodology, Results and Discussion, and
Conclusion/Recommendations (I-M-R-C). Then their functions in the
different parts of the articles were analyzed. One of the salient
findings is the high incidence of condition and cause clauses in the
introduction and results and discussion sections. In the introduction,
it is extensively used to establish the research territory; while in the
results and discussion section, it plays a role in the explanation of
research findings. It is recommended that more studies be undertaken
such that the uses of adverbial clauses in different genres of discourse
can be investigated and comparisons of findings can be made across
genres and across languages.
25
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298Introduction
Compared with nouns and verbs, the study of adverbs and
adverbials is less popular because of the notion that they hardly
construct the main elements of sentence meaning and they do not
possess various grammatical functions in sentence (Ogura, Shirai, &
Bond, 1997). However, adverbs and adverbials are significant because
of the roles they play in discourse. Among the many types of
contextual indexal devices, adverbs and adverbials are most often
utilized in establishing deictic references of place, time, manner, and
other parameters, which greatly affect the meanings in the texts
(Hinkel, 2003). In his study of the meanings, functions, and roles of
adverbs and adverbials with modals in spoken and written texts,
Hoye (1997) stresses their importance and extraordinary diversity in
the corpora of the English language. Adverbials modify sentence
elements that include adjectives, other adverbs, verbs, and entire
clauses. The diverse semantic functions of adverbials fall into several
classes, and adverbials of place, time, duration, frequency, cause, and
manner are among those that constitute the largest classes.
Some studies have examined the syntactic properties of
adverbials in other languages and compared them with the English
adverbials. An example of this is the work of Devi (2002) in his
analysis of conditionals and concessives in Indian languages.
Kannada, a Dravidian language, is compared with the other two
Indo-Aryan languages in order to find out their similarities and
dissimilarities in forming concessive and conditional clauses. Results
of the analysis of the concessives reveal that the concessive clauses in
these three languages follow that of the English. Kannada, Assamese
and Bengali concessive clauses generally precede the main clause as
in the English language. However, the conditional systems in Indian
languages differ greatly from English. Moreover, there are more
similarities than dissimilarities between the Indo-Aryan languages
Assamese and Bengali. On the other hand, it was found that
Kannada, which is not related to those two languages, differ to a
considerable extent.
Our knowledge of the functions and uses of adverbials is
widened with the development of electronic corpora and computer
aided analysis in the past several years. It made possible the analysis
of large corpora of published written texts as well as in spoken texts,
26
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298not only in the native English varieties but as well as in the context of
English as a second or foreign language. An analysis of the functions
of adverbial clauses in the Kenyan subcorpus of International Corpus
for English (ICE) gleaned interesting findings about adverbial clauses.
Clauses of purpose are mostly expressed by to-infinitives and only a
few by finite clauses, a feature which is found mainly in the
persuasive texts and was interpreted to be a formal feature
particularly characteristic of persuasive writing. Clauses of condition,
mainly finite, are predominantly found in the spoken text and are the
fourth most frequent type in the Kenyan subcorpus. Most clauses are
introduced by
causal clauses are found to be more important in the spoken text,
which are predominantly introduced by
clauses, concessive clauses are also represented in the corpus but
have fewer instances compared to temporal, causal, conditional, and
purpose clauses.
Rich insights into the meanings and uses of adverbs and
adverbials are made available to us in Hinkel’s (2003) study, in which
she presents her quantified analysis of deictic, modifying, and
intensifying adverbials, as well as some semantic classes of adverb
clauses found in academic essays written by first-year native speakers
(NS) and academically-advanced non-native speakers (NNS). The
most striking differences between the two groups are found in the
frequency rates of amplifiers and emphatic adverbs. Those
intensifiers are strikingly more frequent in L2 essays and results in a
colloquial tone in NNS academic writing. In the analysis of adverbial
clauses, Hinkel (2003) found that cause and condition clauses are
more frequent in many NNS texts, a feature which is also found in
informal speech.
Despite the information on the functions of adverbials in
discourse available in previous studies, there is dearth of information
about their uses in academic writing, specifically in L2 research
articles. Among others, we have heard of move analysis within the
genre analysis framework from published works such as those of
Salager-Meyer (1992) on verb tense and modality distribution in
medical abstracts, Brett (1994) on the results section of sociology
articles, Henry and Roseberry (2001) on letters of application, and
Martin (2003) on contrastive analysis of Spanish and English paper
abstracts in experimental social sciences, but we are uninformed
27
if and unless, and other forms are rare. In addition,because. Along with otherPhilippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298about what genre analysis can reveal about the use of adverbial
clauses in L2 research articles. The word genre refers to a distinctive
category of discourse of any type which can be distinguished by its
features (Salager-Meyer, 1992). Genre analyses have been carried out
in the academic domain (Swales, 1996) and in English for specific
purpose contexts (e.g. Salager-Meyer, 1999; Roseberry, 2001) and have
been proven to be an effective approach in the analyses of the
communicative functions, rhetorical strategies and linguistic features
of texts.
The purpose of this paper is to analyze the distribution and the
functions of the semantic classes of adverbial clauses in the different
organizational sections of L2 research articles in the field of applied
linguistics and language teaching. This is in response to the usual
call in linguistic studies to analyze linguistic categories using
different genres. Research article is the genre chosen for this study
because of the pivotal role it plays in the dissemination of knowledge.
The findings of the study would prove beneficial not only to
researchers but also to students and teachers of academic writing.
Specifically, the present study aims at providing answers to the
following questions:
1. How are the semantic classes of full adverbial clauses
distributed across four organizational units or sections of
the research articles and across the specific moves?
2. What are the uses of full adverbial clauses in the different
sections of research articles?
Methodology
Selection of the Articles
Convenience sampling was employed for the choice of the
research articles--that is, the articles that were readily available and
served the purpose of the study were chosen. The corpus is made up
of 20 research articles selected from four journals and a book which
contained research papers written by Filipino authors. They were
published in the Philippines in the field of applied linguistics and
language teaching. The following sources constitute the present data:
28
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298Philippine Journal of Linguistics (PJL) – 7 articles
Tanglaw – 4 articles
The ACELT Journal – 5 articles
In Focus, Selected writings in Applied Linguistics – 3 articles
The Philippine Special Education Journal— 1 article
Procedure and Data Analysis
This researcher read the articles in order to identify the full
adverbial clauses, which are introduced by adverbial markers
(reduced adverb clauses are hardly represented in the present corpus)
using the list made available by Eli Hinkel (2003) and Quirk,
Randolph, Greenbaum, Sidney, Leech, Geoffrey, and Svartvik (1985).
The clauses were manually marked and classified according to their
semantic classes, and were counted separately according to the four
conventional organizational units identified: Introduction,
Methodology, Results and Discussion, and
Conclusion/Recommendations (I-M-R-C). Almost all the articles
followed the IMRC structuring. In the articles where functional
headings or content headings were employed by the writers, this
researcher looked at the communicative purpose of those sections to
see which heading belongs to the I-M-R-C units.
The adverbial clauses were examined in two stages: (1) their
distribution and (2) their function in the text. The analysis of the
functions per move in the introduction and results and discussion
sections were based on Swales’ (1990) and Ruiying and Allison’s
(2003) frameworks. The second stage of the analysis was motivated
by the results of the first phase: adverbial clauses were more
frequently used in the introduction and results and discussion
sections. This researcher believes that move analysis of the two
sections might prove useful in our understanding of the uses of
adverbial clauses in relation to the different moves in the sections
being considered. The adverbial clauses identified in the first phase
of the analysis were read several times in order to analyze the
contexts of their use in relation to the different moves. Then they
were coded in the margins of the research articles (e.g. R-M3 explain
results; I-M1 review research) to facilitate location and counting of
their occurrences.
29
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298The frequency of occurrence and percentage of adverbial
clauses were recorded. The computation of percentages is either with
respect to the total number of adverbial clauses per section or with
respect to the total number of adverbial clauses in the whole corpus.
Within each section, the percentage is with respect to the number of
adverbial clauses per semantic class. Frequencies and percentages are
presented in tables. Since figures are short of explaining the functions
of the clauses in the texts, the description of the functions/uses of the
adverbial clauses being considered is done through the examples
randomly extracted from the data. It is not the intention of the present
study to present categories for the functions/uses of the adverbial
clauses under each semantic class. A follow up study using a
concordance software might do well in doing this task since it can
show the contexts of each adverbial clauses in a click of a mouse.
Scope and Limitations
The examination of full adverbial clauses is focused on the
four semantic classes: conditional, cause, concessive, and purpose
clauses. The limitations of the study consist in its (1) small sample
and (2) inability to fully describe the syntactic properties of the
adverbial clauses, although mention of some of the syntactic
realizations of the clauses cannot be avoided in the course of the
discussion.
Results
The findings of the present study will be presented and
discussed as follows: first, I will present the overall distribution of
the full adverbial clauses across the four organizational units and
describe their uses/functions. Next, I will move on to the
investigation of the specific location of the full adverbial clauses in
each move of the introduction and results and discussion sections.
The Semantic Classes of Full Adverbial Clauses
Table 1 presents the semantic classes of full adverbial clauses
under consideration in the different sections of research articles.
30
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298Table 1
Semantic classes of full adverbial clauses in research articles
Taking the overall percentage of the semantic classes of full
adverbial clauses as displayed at the extreme right of Table 1, we find
the condition category with the highest occurrence, constituting
almost 40 percent of the total number of clauses across organizational
units. Coming close is the cause category with almost the same
frequency as the cause class. The concession class trails after the cause
category, and the purpose category comes last. Interestingly enough,
the importance given to condition and cause clauses is revealed when
we look at the extent to which they are used in each section of the
article. The writers of research articles under study utilized more
condition and cause clauses across four organizational units.
The above figures seem to tie up with the results of Eli
Hinkel’s (2003) study of NS and NNS academic essays in which
condition and cause adverbial clauses received more median
frequency rates than concession and purpose clauses did. It should be
pointed out, however, that in the present study, although concessives
did not appear as more salient in comparison to the frequencies of
cause and condition clauses, they had a considerable representation
(22% of the total adverbial clauses) in the sample.
Looking now at the distribution of adverbial clauses per
section, we can see that the clauses tend to cluster around
introduction and results and discussion. This result may be partly
attributed to the length devoted to those two structural units.
Semantic
Class
Introduction Method Results and
Discussion
Conclusion/
Recommendation
s
Total
f f f f f %
Condition 19 14 31 10 74 38
Cause 23 10 30 10 73 37
Concessio
n 15 6 17 4 42 22
Purpose 1 2 1 2 6 3
Total 58 32 79 26 195 100
31
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298Introduction and results and discussion sections are usually lengthier
compared to the methods and conclusion sections. In addition, it may
also be related to the rhetorical functions of the introduction and
results and discussion sections. In the results and discussion, for
instance, writers need to use cause and conditional clauses to explain
why a variable behaves in a particular way. Furthermore, writers
need concessives to present their interpretation in a balanced fashion.
The question now is, how were the full adverbial clauses
utilized in the different organizational units of research articles? To
answer this, the present study identified the adverbial markers and
analyzed how they were used in the clauses. The ensuing discussion
tackles this.
Cause clauses.
introduced cause clauses and their frequencies and percentages.
Table 2
Table 2 lists the adverbial markers thatFrequency and percentage of cause clause markers
Cause
clause
markers
Introduction Method Results/
Discussion
Conclusion Total
Since
Because
For
As
Total
15
4
2
2
23/195
12%
7
2
0
1
10/195
5%
15
12
1
2
30/195
15%
3
5
1
1
10/195
5%
f %
40 20
23 12
4 2
6 3
73/195 37
*Percentage is with respect to the total number of adverbial clause markers
As table 2 shows, there were four causal clause adverbial
markers that figured in the present data. From among them,
sinceemerged as the most represented marker; while
predominant marker of cause clauses in Biber et al’s (1999) study of
academic texts and in the Kenyan English subcorpus, came next.
because, theForand
as are less common, and the prolix forms such as given the fact thatand
32
due to the fact that did not occur. It seems that the writers ofPhilippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298research articles being considered here preferred the shorter than the
prolix form because the latter was not represented in the data.
Consistent with the finding about the semantic classes mentioned
earlier, cause clauses are well represented in the results and
discussion section and in the introduction.
According to Hinkel (2003) adverb clauses of cause is used as
“the most direct means of indicating causal relationships between
actions and events in context” (p. 1060). The cause clause gives the
reason for the effect or result in the other clause. They may precede or
follow the matrix clause. Below are examples of cause clauses in the
present study:
(1) The present study is exploratory in nature
show how English teachers take part in the social construction of
knowledge
since it aims to. (Tanglaw Text 2: 23)Since
known cause--
of knowledge
cause, exploratory nature of the study.
was used in the introduction, was employed to announce the nature
of the study.
(1)
verbal data,
the respondents’ recording (Tanglaw Text 3: 55)
Unlike in (1), the cause clause introduced by
the independent clause. Here, the clause associated with cause is
fronted before the effect, but the same causal sense is achieved as in
(1); it was used to make known a cause for a certain methodological
limitation.
(1) The study also discovered that the use of narration should
be taught to ESL students,
writing argumentative essays
Example (3) is connected by
Similar to the first two examples,
33
introduced a subordinate clause, which expressed athe aim to show the teachers’ part in the social construction—while the matrix clause expressed the effect of theThe cause clause here, whichBecause this research relied mainly on ‘naturally occurring’there was no means of checking the accuracy ofbecause precedesfor it could be an effective style in(PJL Text 5: 21).for, a coordinating conjunction.for connects the action of the effectPhilippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298clause with the known cause in the dependent clause. The causal
relations in (3) was used to justify why an approach to teaching
should be adopted.
(4)
features ascribed to news leads in this study are not
reflective of all American and Philippine English
newspapers (PJL Text 6:63).
In example (4) the writer used
study which is the reason for making a claim that the findings in her
study are not representative of all American and Philippine English
newspapers.
Cause clauses were utilized in the different sections of the
research articles to serve the purpose of the writer in establishing
relations between cause and effect situations. In the examples
considered, they were relied on to announce why a certain design,
limitation, approach, and interpretation or claim were pursued by the
writers in their study.
As the data for the study involved only 42 news leads..., theas to point out a limitation in theConcessive Clauses.
percentages of concessive clause markers.
Table 3
Table 3 summarizes the frequencies andFrequency and percentage of concession clause markers
Concession
Clause
Markers
Introduction Method Results/
Discussion
Conclusion Total
Even
though
While
Although
Though
Total
0
8
6
1
15/195
8%
0
3
2
1
6/195
3%
3
5
7
2
17/195
9%
0
1
3
0
4/195
2%
f %
3 1.5
17 8.7
18 9.2
4 2.0
42/195 22
34
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298Quirk et al. (1985) lists
while, whilst, when
concessive clauses. As shown in Table 3, only four concessive clause
markers figured in the data.
most frequently used clause markers.
results and discussion section, while
sections but not in the conclusion. Again, the markers tend to
aggregate around the introduction and results section of the articles.
Full adverb clauses of concession can serve as background
information. They indicate that the event in the independent clause is
contrary to expectation with respect to what is said in the concessive
clause (Hinkel, 2002). In academic writing, concessive clauses present
the information in a balanced position and show the writer’s
credibility as they present opposing views objectively (Hinkel, 2003).
Usually, the information in the concessive clause is less crucial than in
the independent clause. Below are the examples of concessive
relations in the present data:
(5)
letters to the editor can provide an interesting situation...
(PJL Text 5:20).
(6)
establishes adversative cohesive relations suggesting the
meaning ‘contrary to expectations’....(PJL Text 4: 7).
(7)
group was slightly lower (1.16%) than that in application,
was found out that the higher order cognitive skill had
been reached in high school (PJL Text 3: 129).
(8)
the news,
56).
if, even if, even though, though, although,, and whereas as subordinators that can introduceAlthough and while appear to be the twoEven though is found only in thethough is present in the threeAlthough such venue is devoid of a face-to-face interaction,Though ‘but’ connects two clauses within the sentence, itEven though the mean percentage in analysis by the high schoolitWhile the two varieties of English show similarity in structuringwe can find instances of differences (PJL Text 1:Although
respectively, convey contrary expectations. The more emphatic forms
and its more informal though in (5) and (6),even though
expectations. Expressing contrary expectations may mean that when
the information in the concessive clause has a negative content, the
information in the matrix clause carries a positive meaning, and vice
versa. For example, in (5), the concessive clause carries a negative
35
in (7) and while in (8) express the same contraryPhilippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298meaning (the letters to the editor is a venue devoid of face-to-face
interaction); but the matrix clause conveys a positive meaning (it has
something interesting to offer). In (8), this time a positive meaning is
conveyed in the concessive clause, but a negative sense is conveyed in
the matrix clause. Concessive clauses in the above examples seem to
serve as a ’balancer’ in presenting opposing views contrary to what is
expected in the matrix clause in the different sections of research
articles. In doing so, the writers presented facts and opinions in an
objective way because both views were presented, giving the readers
the opportunity to weigh both sides of information.
Conditional clauses.
markers and their frequencies.
Table 4
Table 4 shows the condition clauseFrequency and percentage of condition clause markers
Table 4 lists only two conditional markers
if and whether.However, as mentioned earlier, this semantic class constitutes the
greatest percentage of the total number of full adverbial clause
markers, a finding which agrees with that of Biber et al.’s (1999)
finding. Biber et al. (1999) claim that conditional adverb clauses are
much more frequently used in English-language academic prose than
any other types of adverb clauses. More interestingly, this semantic
class contains the adverbial marker that has the greatest frequency of
occurrence.
the adverbial clause markers in the data.
The function of conditional clauses is to express a direct
condition on which that action or event in the matrix clause is
If accounts for almost one fifth of the total occurrences ofCondition
clause
markers
Introduction Method Results/
Discussion
Conclusion Total
If
Whether
Total
14
5
19/195
10%
13
1
14/195
7%
25
6
31/195
16%
8
2
10/195
5%
f %
60
14 7
74/195 38
3136
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298contingent (Hinkel, 2003). Here are examples of conditional clauses
from the data:
(9) This is a big turn from the FTA since the writer uses
another positive politeness strategy by stating the
advantages people (the Arab nation in particular) will get
if the previous suggestions are carried out
In the above example, the action/situation in the
the previous suggestions are carried out”—
which could make the situation “
in particular) will get”
explain a sample analysis in the analytical framework.
(10)
contrasts between the ideas connected. It means “against
or to be against” (PJL Text 4: 13).
The conditional clause in (10
this condition nor that condition matters; the result will be the same.
Hence, in (10), it is equivalent to saying, “If
position, it suggests contrast between the ideas connected. If it is not
in the initial position, it will suggest contrast between the ideas
connected. It does not matter where it is placed.” The conditional
clause here was used to explain a finding.
(PJL Text 5:26).if clause—“ifconstitutes the condition,the advantages people (the Arab nationtrue. The conditional clause here was used toWhether or not it is in initial position, however suggests) expresses the idea that neitherhowever is in the initialPurpose Clause.
data, a finding which is expected since Biber et al. (1997) has already
made known its rarity both in conversational and written genres. The
adverbial markers of purpose
justify certain propositions or claims conveyed by writers, only
account for 3% (6 occurrences) of the total number of occurrences of
adverbial markers in the data. This may be due to the fact that the
meaning of purpose can also be expressed in adverb phrases with
infinitival constructions (e.g., in order + to), which are much simpler
than the clause construction.
Full adverbial clauses of purpose are rare in theso and such that, which were used toFunctions of full Adverbial Clauses in Relation to the Moves.
mentioned in the methodology, the purpose of the move analysis
undertaken here is to get a specific account of the exact location of the
adverbial clauses in the introduction and results and discussion
37
AsPhilippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298section of the research articles. In this way, we can investigate how
these adverbial clauses were used in relation to the communicative
function of each move. Table 5 lists the moves which were adapted
from Swales (1990) but modified for the purpose of the present study
in the move analysis of the introduction section and summarizes how
the full adverbial clauses were employed in each move.
38
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298Table 5
Uses of Adverbial Clauses in Each Move in the Introduction Section
As can be seen in Table 6, the adverbial clauses are distributed
unevenly in three moves: M1 establishing a research territory, M3
occupying the niche, and ‘Others’ describing the source of data. The
Adverbial
clause markers
in each
semantic class
Move 1: Establishing a
research territory Move 2:
Establishing
a niche:
indicating a
gap in
research
Move 3: Occupying the niche
‘Others’
Describin
g source
of data
Showing
the
importance
Reviewing
Previous
research
Stating
nature
of
present
study
Announcing
Principal
findings
Indicating
structure
of RP
CAUSE
Because
For
Since
As
Sub-total
0
0
3
1
4
4
2
9
1
16
0
0
0
0
0
0
0
2
0
2
0
0
0
0
0
0
0
0
0
0
0
0
1
0
1
CONCESSION
Although
Though
While
Sub-total
0
1
0
1
5
0
8
13
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
1
CONDITION
If
Whether
Sub-total
4
0
4
10
5
15
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
PURPOSE
Such that
0
1
0
0
0
0
0
TOTAL 9 45 0 2 0 0 2
39
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298adverbial clauses appear to be heavily used for the purpose of M1
establishing research territory. Taking the percentages of the clauses
in the two sub-moves of M1, we get over 90% of the total adverbial
clauses that are distributed in the introduction section. Another point
of interest is that the full adverbial clauses were extensively used in
the sub-move reviewing previous research of M1.There are only two
instances in which the adverbial clauses were used to state the nature
of research and two occurrences for the description of the source of
the data for the study. Lastly, quite revealing is the fact that full
adverbial clauses did not occur at all in M2 establishing a niche and in
the two sub-moves of M3 occupying the gap.
Table 6 presents the moves in the results and discussion
section and summarizes how the clauses were used in each move.
40
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298Table 6
Uses of Adverbial Clauses in Each Move in the Results and Discussion
Section
As shown in Table 6, two moves appear to be particularly
salient with respect to the distribution of adverbial clauses: M2
reporting results and M3 commenting on results, the latter
constituting the greatest percentage if we sum up all the sub-moves
under it. The adverbial clauses employed in M2 reporting results
constitute a little more than one fourth of the total adverbial clauses
in the results section. What is more striking is that, within the
category of M3, the adverbial clauses were heavily used in
interpreting/explaining the results of the study, most of which come
from the cause clauses (24.05%) and conditionals (16.5%). It is
Adverbial
marker
M1
Preparatory
Background
information
M2
Reporting
Results
M3
Commenting on Results
M4
Summarizing
the results
or study
M5
Evaluating
the
study
M6
Deduction
from
Research
Explain/
interpret
Compare
results to
literature
Account
for results
Evaluate
results
Cause
since 0 2 10 2 1 0 0 0 0
because 1 2 7 1 1 0
as 0 0 1 0 0 1 0 0 0
for 0 0 1 0 0 0 0 0 0
1 4 19 3 2 1 0 0 0
Concession
although 0 3 3 0 1 0 0 0 0
though 0 0 2 0 0 0 0 0 0
even
though
0 1 1 1 0 0 0 0 0
while
1 3 0 0 0 0 1 0 0
1 7 6 1 1 0 1 0 0
Condition
if 2 8 10 2 1 0 1 0 1
whether 2 0 3 0 1 0 0 0 0
4 8 13 2 2 0 1 0 1
Purpose
so 0 1 0 0 0 0 0 0 0
0 1 0 0 0 0 0 0 0
Total 6
20 38 6 5 1 2 0 141
Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298interesting to note that the adverbial clauses were hardly used in
other moves such as M1 preparing background information, M4
summarizing results, and M6 deduction from research. Adverbials
were not used in evaluating the study as a whole.
Discussion
The present study demonstrates the usefulness of genrespecific
discourse study and move analysis in identifying the
rhetorical function of each research section move. The move analysis
provided a rich linguistic context for and facilitated the location and
identification of the functions of adverbial clauses in discourse.
Furthermore, the present study highlights the importance of
adverbial clauses—that they have significant roles to play in the
construction of meaning. The analyses of the present study show how
the four semantic classes of adverbial clauses aided the writers in
conveying their messages that served different functions. Cause
clauses in the research articles investigated in the study appear to be
important in that they lend support to writers when the latter need to
justify the nature of a study, interpret data, and point out a limitation
of a study or a certain method. In the examples considered, cause
clauses, which are mostly marked by
justification for the writers for holding certain claims. Conditional
clauses help in explaining a finding and a data analysis framework.
Concessive clauses are useful when the writers need to present
balance perspectives regarding their findings. They serve as
background information for the readers so that the latter can weigh
the claims of the writers when they discuss their findings. Purpose
clauses aid in justifying claims made by the writers.
One of the salient findings is the high incidence of condition
and cause clauses in the introduction and results and discussion
sections. In the introduction section, the move analysis revealed that
they were extensively used in establishing the research territory,
especially in reviewing previous studies. The differences in the
distributional frequencies of adverbial clauses in the different
communicative moves of the results and discussion section seem to
suggest that while the writers of research articles considered in the
study did not place more importance on adverbial clauses to convey
causal, conditional, concessive, and purpose relations in the four
42
since and because, providedPhilippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298other moves, they had a greater need for adverbial clauses in
explaining/interpreting and reporting their findings. Adverbial
clauses played a role in establishing claims of knowledge associated
with the results and discussion section.
Due to the restrictions imposed on the data which were drawn
from a small sample, the present study cannot make generalizations
concerning the uses of adverbial clauses in research articles.
However, it demonstrates the significance of adverbial clauses in
discourse and the usefulness of genre analysis in locating the
adverbial clauses and pointing out their uses in relation to the
different moves in the structural units. Also, the present study can
make suggestions concerning language teaching and future research.
First, why a specific linguistic variable is salient in a particular
structural unit and is not in another is not something accidental. It
tells us of its importance, and, therefore, should be given emphasis in
teaching especially in academic writing. Second, so far, most of the
linguistic variables that have received attention in research articles
are tenses, modals, lexical markers of modality, and other
metadiscoursal markers. Published articles on adverbial clauses in
academic research writing are scant. Hence, it is suggested that more
studies be undertaken such that comparisons of findings can be
made. It would also be beneficial if other genres involving different
disciplines can be examined to give new and more insights about the
uses of adverbial clauses in discourse. Lastly, since the findings of the
present study were drawn from a limited sample, it is suggested that
more inquiry be done to verify these findings using larger sample.
Computer-aided investigation (e.g. through concordance softwares)
may be a practical step since computers can handle large amounts of
data.
References
Adverbial Clauses.
http://www.tuchemnitz.de/phil/english/chairs/linguist/rea
l/ independent/eafrica/Diss_Diana/dissch2.htm#2.
Biber, D
(n.d.). Retrieved July 2003, from., Johanson, S., Leech, G., Conrad, S., & Finegan, E. (1999).Longman Grammar of Spoken and Written English
Brett, P. (1994). A Genre Analysis of the Results Sections of Sociology
Articles.
43
. Essex: Pearson.English for Specific Purposes, 13, 47-59.Philippine ESL Journal, Vol. 4, February 2010
©
2009 Time Taylor International ISSN 1718-2298Devi, P. (2002).
Assamese, Bengali, and Kannada
http://www.languageinindia.com/oct2002/basantidevil.html.
Hinkel, E. (2002).
Rhetorical Features
Hinkel, E. (2003). Adverbial markers and tone in L1 and L2 students’
writing.
Henry, A. & Roseberry R. (2001). A Narrow-angled corpus analysis of
moves and strategies of the genre: ‘Letter of Application.’
A Study of Conditional and Concessive Clauses in. Retrieved January 2004, fromSecond Language Writers’ Text: Linguistic and. Lawrence Erlbaum. Mahwah, NJ.Journal of Pragmatics, 35, 1049-1068.English for Specific Purpose, 2
Hoye, L. (1997).
Martin, P. (2003). A Genre Analysis of English and Spanish research
paper abstracts in experimental social sciences.
Specific Purposes, 22,
Ogura, K., Shirai, S., & Bond, F. (1997).
Japanese-to-English Machine Translation
http://www.ked.ntt.co.ip/icl/mtg/members/bond/pubs1997
-tmi-adverbpdf.
Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. (1985).
0, 153-167.Adverbs and Modality in English. London: LongmanEnglish for25-43.English Adverb Processing in.Comprehensive Grammar of the English Language.
London.
Ruiying, Y. & Allison, D. (2003). Research Articles in Applied
Linguistics: Moving from results to conclusions.
Specific Purposes
Salager-Meyer, F. (1992). A Text-Type and Move Analysis Study of
Verb Tense and Modality Distribution in Medical English
Abstracts.
Swales, J. M. (1990).
Setting
LongmanEnglish for, 22, 365-385.English for Specific Purposes, 11, 93-113.Genre Analysis: English In Academic and Research. Cambridge: Cambridge University Press