Linking adverbials (LAs) are used to make semantic connections in spoken or written texts to connect authors’ ideas more smoothly and present them in a logical way; thus, they play an essential role in constructing cohesive, persuasive discourse. However, the successful incorporation of this linguistic feature in academic discourse may pose a challenge for EFL learners. Previous studies have shown that learners overuse, underuse, or misuse some linking adverbials semantically and stylistically. While many studies have investigated linking devices in written and spoken registers by speakers of various mother tongue backgrounds, little empirical research has been done on how Kazakh EFL students make use of linking adverbials in their academic writing. Moreover, because LA use tends to vary based on genre and register, more genre and discipline specific research is called for.
This thesis aims to fill these gaps by taking a corpus-based Contrastive Interlanguage Analysis approach to expand our knowledge about the characteristics of texts composed by Kazakh EFL students by examining the frequency and functions of LAs and their possible usage pattern differences and similarities compared to native English-speaking students’ writing. The comparable corpora were compiled from 20 learner (Kazakh EFL students) and 20 native (USA) students’ master’s degree theses in the field of education. Results revealed that the overall frequency of LAs used by learner writers was slightly higher than native writers. However, the distribution of the different semantic categories was nearly identical. Regarding the overall LA types used and the top 20 LAs, considerable similarities were found. The findings could be useful for EFL/ESL academic writing instruction.