Comparison of Abstracts Written by Native Speakers and Second Language Learners


As an ideal vehicle for projecting news value, the journal abstract appears to be growing in importance, as noted by a number of writers, but the studies are still not enough, especially comparison study between the abstracts written by native speaker and second language learner. So this paper tries to find out both similarities and differences in structure of abstracts from these two groups through genre analysis of two corpuses: one for abstracts from native speakers, the other for abstracts from Chinese English learners. The results indicate that the Chinese learners focus too much on introduction move and can’t use tense properly in all cased. This result leads us to consider the teaching of writing for special purpose.

Share and Cite:

Ji, X. (2015) Comparison of Abstracts Written by Native Speakers and Second Language Learners. Open Journal of Modern Linguistics, 5, 470-474. doi: 10.4236/ojml.2015.55041.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Bazerman, C. (1988). Shaping Written Knowledge: The Genre and Activity of the Experimental Article in Science. Madison: University of Wisconsin Press.
[2] Berkenkotter, C., & Huckin, T. N. (1995). Genre Knowledge in Disciplinary Communication: Cognition/Culture/Power. Hillsdale, NJ: Lawrence Erlbaum.
[3] Ge, D. M., & Yang, R. Y. (2005). A Genre Analysis of Research Article Abstracts. Modern Foreign Language (Quarterly), 28, 138-146.
[4] Ju, Y. M. (2004). A Genre Analysis of English and Chinese Research Article Abstracts. Foreign Language Education, 25, 32-36.
[5] Swales, J. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge, UK: Cambridge University Press.
[6] Yu, L., & Liang, Y.G. (2006). The Writing Style of English Research Article Abstracts. Foreign Language Education, 27, 34-37.

Copyright © 2023 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.