Volume 4, Issue 1  April 2021, pp. 18–33          Download PDF

Regular Articles
Post-predicate that-clauses controlled by verbs in native and non-native academic writing: A corpus-based study

Samet Taşçı https://orcid.org/0000-0003-3925-38251, Yusuf Öztürk https://orcid.org/0000-0002-1838-63222

1 Nevşehir Hacı Bektaş Veli University, TURKEY samettasci@nevsehir.edu.tr
2 Muş Alparslan University, TURKEY y.ozturk@alparslan.edu.tr

DOI: https://doi.org/10.29140/ajal.v4n1.486


Post-predicate that clauses are one of the indicators of evaluative language which shows the attitude, position, and personal evaluation of the writers in academic discourse. Therefore, this study aims to investigate the distribution and frequently used controlling verbs of post-predicate that clauses controlled by verb (VTHAT) in academic writings of Turkish learners of English and to compare them with those of native English students and expert writers. For this purpose, a specialized research corpus with three main sub-corpora was compiled: MA and PhD theses written by L2 students and native English students and published research articles written by native experienced writers. The results of the study showed that both L2 and native English students significantly overused VTHAT structures compared to the native experienced writers; however, Turkish students used VTHAT structures more frequently than their native peers in academic discourse. The analysis of the controlling verbs in VTHAT constructions showed that eight out of the 10 top frequent verbs in the Turkish students’ theses were common across either three or two sub-corpora. However, there were various significant differences in the frequencies of these controlling verbs between the sub-corpora, which can imply that Turkish students use such constructions to have a low authoritative presence in terms of their authorial stance in academic writing. The findings were discussed with reference to the previous findings, and pedagogical implications were offered.


© Samet Taşçı, Yusuf Öztürk

CC  4.0
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Suggested citation

Taşçı, S., & Öztürk, y. (2021). Post-predicate that-clauses controlled by verbs in native and non-native academic writing: A corpus-based study. Australian Journal of Applied Linguistics, 4(1), 18–33. https://doi.org/10.29140/ajal.v4n1.486

Related Articles:

Officer reports
The JALT CALL Journal Published: 27 April, 2021, Volume 17(1), 72–73. Download PDF

Negotiating intercultural spaces and teacher identity in an internationalised school in Shanghai
Adam Poole
Intercultural Communication Education Published: 23 August, 2019, Volume 2(2), 59–70. Download PDF

Designing a course in intercultural education
Adrian Holliday
Intercultural Communication Education Published: 11 August, 2018, Volume 1(1), 4–11. Download PDF

(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Diaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 83–99. Download PDF

Reframing and hospicing mobility in higher education: Challenges and possibilities
Adriana Raquel Diaz, Marisa Cordella, Samantha Dispray, Barbara E. Hanna, Anna Mikhaylova
Intercultural Communication Education Published: 19 April, 2021, Volume 4(1), 106–121. Download PDF

Strategy use, self-efficacy beliefs, and self-regulatedness in adult foreign language learning
Akihiro Saito
Australian Journal of Applied Linguistics Published: 26 August, 2020, Volume 3(2), 152–167. Download PDF

Engagement with technology: Gaming, immersion and sub-optimal experiences
Alastair Henry, Cecilia Thorsen
Technology in Language Teaching & Learning Published: 21 December, 2019, Volume 1(2), 52–67. Download PDF

In pursuit of intercultural competence: Exploring self-awareness of EFL pupils in a lower-secondary school in Norway
Anastasia Khanukaeva
Intercultural Communication Education Published: 23 December, 2020, Volume 3(3), 118–140. Download PDF

Language, diversity and culturally responsive education
Ann E. Lopez
Migration and Language Education Published: 30 April, 2020, Volume 1(1), 3–13. Download PDF

L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia
Aser Nazzal K. Altalib
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 1–16. Download PDF