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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
WENG Xin
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DOI:10.17265/2161-623X/2024.03.008
Ningbo University, Ningbo, China
English majors in China currently encounter numerous challenges when it comes to academic writing, primarily because of the limitations imposed by the differences in English and Chinese thought processes as well as their limited proficiency with the English language. This study, which begins with the theory of grammatical metaphor of Nominalization, discovers that Nominalization serves a variety of purposes in the construction of discourse, including improving the rigor of the introduction, logical coherence, and the discourse’s objectivity and fairness, all of which are demanded by academic writing. Based on this, this study puts forward the idea that EFL students should strengthen their learning of Nominalization and improve their ability to use Nominalization, which will help them develop their English academic writing ability. The study also gives implementation strategies in terms of both enhanced input and effective output.
grammatical metaphors, nominalization, discourse function, academic English writing, English major students
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