Experimental-group students used compound nouns in slide bullet points more than control-group students, supporting stylistic appropriateness for presentations¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Almost half of the experimental group's CNs stood alone in bullet points, whereas roughly three-quarters of the control group's CNs were embedded in whole sentences, which the author reads as greater stylistic appropriateness for slides. → Fries 2017

Evidence¶

Fries 2017¶

Fries, M.-H. (2017). Teaching compound nouns in ESP: insights from cognitive semantics. In C. Sarré & S. Whyte (Eds), New developments in ESP teaching and learning research (pp. 93-107). Research-publishing.net. https://doi.org/10.14705/rpnet.2017.cssw2017.747

q2 · i? · causal · r1

Qualitative analysis of the slideshow corpus prepared for internship presentations by the two groups of eight students. The author interprets standalone CN use in bullet points as a compensation strategy allowing students to avoid whole sentences in written English.

"In the experimental group, almost half of the CNs were used on their own in a bullet point, whereas roughly three-quarters of the CNs written on the control group’s slides were included in whole sentences."

Discussion¶

Related Claims¶

• French ESP students taught compound nouns via a cognitive-semantic approach produced highly specialised compounds from their internships more readily than morphosyntax-taught peers — related
• Word-order errors in compound nouns were infrequent in both groups, and the highlighting pattern accounted for nearly all compounds, supporting its use as a teaching heuristic — related
• Textbook-based morphosyntactic teaching was a sound basis for understanding and reusing key compound nouns, with no clear added value from the cognitive perspective on that measure — related