Linguistic Injustice in the Writing of Research Articles in English as a Second Language: Data From Taiwanese and Mexican Researchers:

Published on Jan 1, 2019in Written Communication1.22
· DOI :10.1177/0741088318804821
David I. Hanauer16
Estimated H-index: 16
(IUP: Indiana University of Pennsylvania),
Cheryl L. Sheridan1
Estimated H-index: 1
(National Chengchi University),
Karen Englander5
Estimated H-index: 5
(York University)
This study investigates the added burden Mexican and Taiwanese non-native English speaker (NNES) researchers perceive when writing research articles in English as a second language (L2) compared with their experience of first language (L1) science writing. 148 Mexican and 236 Taiwanese researchers completed an established survey of science writing burden. Results revealed significant differences between L1 and L2 science writing with an increased burden for L2 science writing consisting of an average increase of 24% in difficulty, 10% in dissatisfaction and 22% in anxiety. No significant differences between the Mexican and Taiwanese researchers were found. Regression analyses established that the variables of science writing burden contribute to a sense that English is a barrier to writing science. We maintain that the additional burden of L2 science writing constitutes a linguistic injustice and a barrier to science that should be addressed by relevant constituents.
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#1Stephen Politzer-Ahles (University of Oxford)H-Index: 9
#2Jeffrey J. Holliday (KU: Korea University)H-Index: 5
Last.Kelly Berkson (IU: Indiana University)H-Index: 2
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#1Irene López-Navarro (CSIC: Spanish National Research Council)H-Index: 5
#2Ana Moreno (University of León)H-Index: 28
Last.Jesús Rey-Rocha (CSIC: Spanish National Research Council)H-Index: 14
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