Abstract This paper investigates the impact of language background and writing expertise on textual priming patterns with a focus on textual position and semantic association of the multi-word sequence according to… in English research papers. Comparisons were made on the usages of according to…in four corpora of English research papers, covering writing by Chinese-speaking learners of English (L2 learners), L1-English novice writers and two groups of L1-English experts who differed in their disciplinary membership. Results show that L2 learners and L1 experts tend to use according to… in different textual positions. Specifically, L2 learners exhibit a strong bias towards using the sequence at the very beginning of paragraph-initial sentences whereas L1 experts prefer to use it in the second half of non-initial sentences. In addition, L2 and L1 usages demonstrate differences in semantic categories associated with according to…. However, few differences were found between L1 novice and expert writers in either textual positions or corresponding semantic categories. We argue that establishing textual priming patterns of multi-word sequences could be challenging for L2 learners due to L1 transfer as well as insufficient L2 exposure. Pedagogical interventions are recommended to teach priming patterns of multi-word sequences in English for Academic Purposes.

中文翻译：

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“根据……”：语言背景和写作专业知识对学术写作中多词序列的文本启动模式的影响

摘要 本文研究了语言背景和写作专业知识对文本启动模式的影响，重点是根据英语研究论文中的……多词序列的文本位置和语义关联。比较了四个英语研究论文语料库中根据……的用法，涵盖了英语的华语学习者（L2学习者）、L1-英语新手作家和两组不同学科的L1-英语专家的写作会员资格。结果表明，L2 学习者和 L1 专家倾向于根据……在不同的文本位置使用。具体来说，L2 学习者表现出强烈倾向于在段落首句的开头使用序列，而 L1 专家更喜欢在非首句的后半部分使用它。此外，L2 和 L1 用法展示了与……相关的语义类别的差异。然而，无论是文本位置还是相应的语义类别，在 L1 新手和专家作家之间几乎没有发现差异。我们认为，由于 L1 迁移以及 L2 暴露不足，建立多词序列的文本启动模式可能对 L2 学习者具有挑战性。建议通过教学干预来教授学术英语多词序列的启动模式。我们认为，由于 L1 迁移以及 L2 暴露不足，建立多词序列的文本启动模式可能对 L2 学习者具有挑战性。建议通过教学干预来教授学术英语多词序列的启动模式。我们认为，由于 L1 迁移以及 L2 暴露不足，建立多词序列的文本启动模式可能对 L2 学习者具有挑战性。建议通过教学干预来教授学术英语多词序列的启动模式。