Spoken features in learner academic writing: identification, explanation and solution
Gaëtanelle Gilquin, Magali Paquot · Digital Access to Libraries (Université catholique de Louvain (UCL), l'Université de Namur (UNamur) and the Université Saint-Louis (USL-B)) · 2007
This paper shows, on the basis of a comparison of learner corpus data with written and spoken native corpus data, that learners tend to use spoken features when organising their academic writing. Possible explanations are offered to account for this problem of register confusion, including L1 transfer, L2 instruction and developmental factors. Suggestions are also made to help learners become more aware of register variation. 1.