Based on Greenbaum’s book titled “The Oxford English Gramma”r, first published in 1996, and “A Comprehensive Grammar of the English Language” by Quirk, Greenbaum, Leech, and Svartvik, p
INTRODUCTION
Rationale
The English language holds immense global significance today, emerging as the most dominant language worldwide It serves as an official language in over 44 countries and is crucial in international relations, particularly in fields such as science, technology, business, and diplomacy This widespread influence encourages non-native speakers across the globe to learn English as a foreign language.
English is the most widely spoken foreign language in Vietnam and globally, essential for accessing information across various fields such as science, technology, and economics It plays a crucial role in the education system, being a compulsory subject from elementary to university level Many institutions worldwide offer English programs, reflecting its international importance Proficiency in academic English opens numerous opportunities for students to find suitable schools and courses, especially in prestigious English-speaking countries like the UK, the US, and Australia To succeed academically, individuals must master the four essential skills of listening, speaking, reading, and writing, with writing often regarded as the most challenging due to its multi-stage process involving planning, drafting, revising, and editing As noted by Robinson and Modrey, "Writing is a process Writing is not an activity accomplished in one setting," highlighting that effective writing requires dedication and multiple stages to produce quality work.
Writing is considered one of the most challenging critical skills to teach in an EFL context Jeremy Harmer, in his influential 1998 publication, emphasizes the importance of writing skills in language learning He identifies several key reasons for teaching writing, including its role in reinforcement, language development, accommodating diverse learning styles, and acknowledging writing as an essential skill in its own right.
Writing skills are essential for effective communication and language development, as highlighted by Nassi and Nasser (2019) They emphasize that writing facilitates the expression of thoughts and ideas within communities, making it a crucial skill in daily life Moreover, teaching writing is particularly important for learners of English as a foreign language, as it enables students to articulate their ideas clearly, ensuring that their readers comprehend the intended message Therefore, fostering writing skills is vital for enhancing communication and understanding in various contexts.
Learning a foreign language, particularly English, is a challenging and time-consuming endeavor due to various factors Mastery requires not only the four language skills but also a strong grasp of grammar, vocabulary, and pronunciation Grammar plays a crucial role in written English, serving as the foundation for constructing and interpreting sentences Linguists like Chomsky define grammar as the innate set of rules that govern language use, while Quirk et al emphasize its role in creating structure and meaning A key aspect of grammar that learners must focus on is Noun Phrases (NPs), which consist of a head noun or pronoun, often modified by pre- and post-modifiers Understanding the structure and functions of noun phrases is essential, as they serve critical roles in sentences This complexity motivates further research into the post-modification of noun phrases.
This study focuses on identifying the syntactic features of post-modifiers in noun phrases (NPs) to assist English learners By enhancing their understanding of appropriate post-modifiers, the research aims to improve the quality of students' responses in IELTS Academic Writing Task 2 and overall writing skills.
Aim and Objectives of the Study
This study investigates the syntactic characteristics of post-modifiers in noun phrases within Band 9 IELTS academic writing task 2 sample essays The goal is to provide insights that will help English learners enhance their writing skills and achieve higher band scores in the IELTS academic writing exam.
The objectives of the study are:
(1) To investigate the syntactics constructions of post-modifiers of NPs in
Band 9 IELTS academic writing Task 2 sample essays
(2) To identify the most dominant forms of post-modifiers of NPs used in
Band 9 IELTS writing Task 2 sample essays.
Research Questions
This study is to answer the two research questions:
1 What are the syntactical constructions of post-modifiers of NPs in Band 9 IELTS writing task 2 sample essays?
2 What are the most dominant forms of post-modifiers of NPs used in Band
9 IELTS writing task 2 sample essays?
Scope of the Study
This study focuses on specific features of Band 9 IELTS academic writing Task 2 sample essays, particularly the pre-modifiers of noun phrases Due to limitations in time and resources, it does not explore other phrases extensively The analysis is based on a collection of 30 Band 9 IELTS essays sourced from IELTS practice materials.
Significance of the Study
This study, titled “A Study on Post-Modification of Noun Phrases in Band 9 IELTS Task 2 Sample Essays,” seeks to enhance the understanding of linguistics and English language teaching It focuses on analyzing the syntactic features and usage patterns of post-modifiers in noun phrases, revealing important implications for educators and learners alike.
This research addresses a significant gap in existing literature by offering an in-depth linguistic analysis of post-modifiers in noun phrases (NPs) specifically within IELTS academic writing Task 2 sample essays The results enhance our understanding of how post-modifiers contribute to the creation of coherent and cohesive texts, highlighting their essential role in effectively conveying meaning.
This study offers valuable insights for English language instructors, especially those teaching IELTS preparation courses By pinpointing the prevalent post-modifiers and their usage in Band 9 IELTS academic writing Task 2 essays, educators can create focused teaching strategies tailored to student needs Additionally, the research provides guidance on integrating academically relevant noun phrases (NPs) into the curriculum, helping students enhance their writing skills and attain higher band scores.
This research aids IELTS test-takers in enhancing their writing skills by highlighting the significance of post-modifiers in noun phrases (NPs) By grasping how these elements influence the quality of their writing, test-takers can strategically integrate them, improving coherence, cohesion, and precision This focused approach is essential for achieving higher band scores on the IELTS exam.
1.5.4 Implications for Test Developers and Researchers
The findings of this study offer valuable insights for test developers, guiding them in creating assessment criteria and materials that accurately represent the linguistic characteristics of various proficiency levels Additionally, these results may stimulate further research into the significance of post-modifiers in English language proficiency, ultimately leading to the enhancement of teaching and assessment practices.
This study on the post-modifiers of noun phrases in Band 9 IELTS academic writing Task 2 sample essays is crucial for linguists, educators, test-takers, test developers, and researchers By exploring the linguistic features that differentiate various levels of English proficiency, the research seeks to improve English language teaching, learning, and assessment practices.
Organization of the Study
Chapter 1, Introduction, includes the rationale, the significance of the study, the aims and objectives, the scope of the study, the research questions, and the organization of the study
Chapter 2, titled Literature Review and Theoretical Background, offers a comprehensive analysis of prior research related to the thesis topic, while also establishing the theoretical framework that underpins the current study.
Chapter 3, Research Methodology and Procedure, describes research methods, research procedures, description of data, data analysis Besides, reliability and validity of the data are mentioned in this chapter
Chapter 4, Findings and Discussion, focuses on analyzing the data and discussing the results found through data
Chapter 5, Conclusions and Implications, gives a summary of the results of the study It also offers the implications, the limitations of the study and the suggestions for further research.
LITERATURE REVIEW
Theoretical Background
Phrases are essential in the English language, as they effectively convey meaning and articulate thoughts clearly and concisely They are integral to sentence structure, enhancing comprehension and clarity According to Greenbaum's 1996 publication, there are five primary types of phrases in English: noun phrases, verb phrases, adjective phrases, adverb phrases, and prepositional phrases Notably, noun phrases are a fundamental component among these categories.
A noun phrase, as defined by Morley (2000), consists of a noun or pronoun as its headword, usually accompanied by pre-modifiers and post-modifiers It is important to note that noun phrases with pronoun headwords, such as "I," "you," "they," "we," "she," "he," and "it," are typically regarded as single-word phrases that do not include additional words.
Elly, pronouns and names such as Jennifer, Edward, and Malacandra cannot have other elements to modify or specify them, and therefore we will call them full phrases (Gelderen, 2010)
A noun phrase centers around a noun or pronoun as its headword and may include various modifiers Importantly, even a single word, such as a noun or pronoun, qualifies as a noun phrase.
According to Greenbaum (1996), a noun phrase is composed of four key components: a determiner, a noun head, a pre-modifier, and a post-modifier The noun head is essential for forming a noun phrase, while determiners and modifiers are optional Typically, the noun head is a noun or pronoun, serving as the core element of the phrase It can follow a definite or indefinite article, such as in "the cat" or "some air," and may include adjectives, like in "the fat cat" or "the fresh air." Radford notes that the simplest form of a noun phrase is a pronoun, which can stand alone as a bare noun phrase, exemplified by "He." This minimal noun phrase is applicable to mass or plural nouns Furthermore, the noun head can be modified by pre-modifiers or post-modifiers (Radford, 2009).
2.1.2.1 Pre-modifier A pre-modifier is the element of a noun phrase that occurs before the head of the noun phrase Greenbaum (1996) discussed the pre-modifiers of noun phrases, which are words or phrases that come before a noun and modify or describe it They can include adjectives, participles, nouns, and phrases Greenbaum notes that premodifiers can be used to provide information about a range of attributes related to the head noun, such as size, shape, color, quantity, and age For example, in the noun phrase “the big blue car,” the adjectives “big” and “blue” are premodifiers that provide information about the size and color of the car He also believed that premodifiers can be used to indicate a range of semantic relationships between the head noun and the modifying element For example, premodifiers can indicate possession, such as in the phrase “the teacher's book,” where
The term "teacher's" serves as a premodifier that signifies possession, while it can also denote the source or origin of the head noun For instance, in the expression "the French wine," the word "French" functions as a premodifier, indicating the wine's origin.
Greenbaum explained that premodifiers can be combined in various ways to create more complex noun phrases For example, in the noun phrase
“the tall, dark, and handsome stranger,” the adjectives “tall,” “dark,” and
In English, the order of premodifiers that modify a noun, such as "handsome" in "handsome stranger," is typically fixed Size and shape modifiers usually precede color, origin, material, and purpose modifiers, creating a coherent structure in descriptive language.
Greenbaum emphasized the significance of agreement between premodifiers and the head noun in a noun phrase Specifically, adjectives functioning as premodifiers must match the noun they modify in both number and gender.
Determiners serve as the first pre-modifier in a noun phrase, introducing and defining the head noun according to the context There are five primary subclasses of determiners: articles, demonstrative adjectives, possessives, indefinite quantity adjectives, and numerals.
The first subclass of determiners is articles, which include the words
Articles are essential determiners in English that clarify the reference of nouns There are two main types: definite and indefinite articles The definite article "the" indicates a specific noun that is familiar to both the speaker and listener, while the indefinite articles "a" and "an" refer to non-specific nouns "A" is used before consonant sounds, whereas "an" precedes vowel sounds Understanding the correct usage of articles enhances clarity in communication.
The book on the table is mine
(“The” is used as a definite article to refer to a specific book that is on the table.)
An apple a day keeps the doctor away
(“An” is used as an indefinite article to refer to any one apple out of a class of apples.)
The moon is full tonight
(“The” is used as a definite article to refer to the specific moon that is visible in the sky tonight.)
A dog barked loudly outside my window
(“A” is used as an indefinite article to refer to any one dog that barked outside.)
She gave me an honest answer
(“An” is used as an indefinite article to refer to any one honest answer.) b Demonstrative adjectives
Demonstratives, a key subclass of determiners, include the words "this," "that," "these," and "those." These terms are used to specify particular nouns, with "this" and "these" indicating proximity in time or space, while "that" and "those" denote items that are more distant.
This shirt is too small
(“This” is used as a demonstrative adjective to refer to the shirt that is physically close to the speaker.)
(“That” is used as a demonstrative adjective to refer to the house that is physically farther away from the speaker.)
(“These” is used as a demonstrative adjective to refer to the cookies that are physically close to the speaker.)
Those birds are chirping loudly
(“Those” is used as a demonstrative adjective to refer to the birds that are physically farther away from the speaker.)
This is the best pizza I've ever had
(“This” is used as a demonstrative adjective to refer to the pizza that the speaker is currently eating.) c Possessives
Possessives are the third subclass of determiners, encompassing words like "my," "your," "his," "her," "its," "our," and "their." These terms signify ownership or possession of the associated noun and are frequently employed to replace a noun, thereby preventing repetition.
Let’s look at the following instances:
John's car is parked in the driveway
(“John's” is used as a possessive to indicate that the car belongs to
The cat played with its toy
(“Its” is used as a possessive to indicate that the toy belongs to the cat.)
Our team won the championship
(“Our” is used as a possessive to indicate that the team belongs to the speaker and others.)
The restaurant served its famous dessert
(“Its” is used as a possessive to indicate that the dessert is famous for the restaurant.)
(“Her” is used as a possessive to indicate that the presentation belongs to a specific female person.) d Indefinite quantity adjectives
Quantifiers, the fourth subclass of determiners, encompass words like "some," "any," "many," "few," and "several," which express the quantity of a noun According to Frank, "some" and "any" denote a non-specific quantity, whereas "many," "few," and "several" provide a more defined sense of quantity.
Some people enjoy spicy food
(“Some” is used as an indefinite quantity adjective to refer to an unspecified number of people who enjoy spicy food.)
I need to buy some groceries
(“Some” is used as an indefinite quantity adjective to refer to an unspecified amount of groceries that the speaker needs to buy.)
Do you have any questions for me?
(“Any” is used as an indefinite quantity adjective to refer to an unspecified number of questions that the listener may have.)
Few people know how to solve this problem
(“Few” is used as an indefinite quantity adjective to indicate a small number of people who know how to solve the problem.)
There is no milk left in the fridge
(“No” is used as an indefinite quantity adjective to indicate the absence of milk in the fridge.) e Numerals
The fifth subclass of determiners is numbers, which include the words
Numbers serve as a concise way to indicate specific quantities of items, allowing for clear communication without the need for repetitive nouns By using numerals like "one," "two," and "three," we can efficiently convey the count of various objects or concepts This practice enhances readability and maintains coherence in writing.
(“Three” is used as a cardinal numeral to indicate that the speaker has three cats.)
She finished in second place
(“Second” is used as an ordinal numeral to indicate that the person finished in the second position.)
I need to buy five eggs for the recipe
(“Five” is used as a cardinal numeral to indicate that the speaker needs to purchase five eggs to cook something.)
He is the first person to arrive at the party
(“First” is used as an ordinal numeral to indicate the position of the person who arrived at the party before anyone else.)
Lesley Jeffries, in his 2006 book 'Discovering Language: The Structure of Modern English,' explores the concept of noun pre-modifiers in English noun phrases He highlights that the final component of a pre-modifier is often a noun that acts as a modifier, emphasizing its significance in the structure of noun phrases.
Previous Studies
In recent decades, syntactical analysis has garnered significant attention from linguists and researchers alike, leading to numerous studies across various fields globally.
This section reviews prior research on the post-modification of noun phrases across different contexts, offering valuable insights into the analysis of these structures These studies lay the groundwork for our master's thesis titled “A Study on Post-Modification of Noun Phrases in Band 9 IELTS Task 2 Sample Essays.”
Xu (2019) investigated the writing performance of advanced Chinese EFL learners by analyzing specific linguistic features, focusing on noun phrase complexity In his study, "Noun Phrase Complexity in Integrated Writing Produced by Advanced Chinese EFL Learners," he compared the noun phrase usage of these learners to that of native English speakers at the university level Utilizing 120 writing samples, Xu discovered a moderate positive correlation between the use of complex noun phrases and higher scores assigned by expert raters.
Research based on corpus analysis shows that as academic writers advance, their writing exhibits increased grammatical complexity, especially in noun phrases A study by Biber, Gray, and Poonpon (2011) revealed that the use of post-modifiers rises with the proficiency level of English learners, indicating that mastering these structures is a gradual process associated with overall language development.
Recent studies have validated Biber et al.'s developmental index concerning the academic writing of advanced English L2 learners Parkinson and Musgrave (2014) conducted an analysis of learners' writing across various educational stages, from undergraduate to postgraduate, to explore the connection between academic levels and phrasal complexity Their research focused on linguistic features, including complex noun phrases, nominalizations, and dependent clauses, revealing a positive correlation between academic levels and the use of these features This provides empirical support for Biber et al.'s index.
Ansarifar, Shahriari, and Pishghadam (2018) investigated the linguistic complexity of academic writing among L2 learners across various educational levels, employing Biber et al.'s developmental index to assess proficiency and complexity Their analysis of a diverse corpus highlighted features like complex noun phrases and post-modification structures The study revealed that higher-level learners demonstrated a greater use of phrasal complexity, supporting the developmental index's validity These findings underscore the significance of phrasal complexity features in enhancing academic writing proficiency (Ansarifar et al., 2018).
Wang and Beckett (2017) investigate the use of noun phrases (NPs) in the writing of Chinese EFL students versus proficient writers, emphasizing the significance of phrasal structure, especially complex NPs, in advanced academic writing Their findings indicate that Chinese EFL students utilize a higher number of pre-modifiers and a lower number of post-modifiers compared to their proficient counterparts This suggests a critical need for targeted instruction on post-modifiers and classifiers within EFL writing programs.
Duwila and Astutik (2020) conducted a study on the post-modification of noun phrases in academic journal abstracts, analyzing both local and international journals to identify the types and distributions of these structures Their research utilized qualitative and quantitative methods to uncover common post-modification structures and their frequencies, revealing that such structures are prevalent across both journal types, albeit with some variations indicative of differing writing styles The insights from this study are particularly relevant to my master's thesis, as they enhance my understanding of post-modification structures in academic writing, which could impact their application in IELTS academic writing tasks.
Omar, Yuliana, and Umiyati (2022) explored noun phrase structures in Inclover Magazine, revealing a variety of complex post-modification structures that enhance the richness of language outside academic contexts Their qualitative analysis highlights the significance of mastering these structures in different writing styles These findings are particularly relevant to our master thesis, as they provide valuable insights into the use of post-modification structures in IELTS academic writing tasks, illuminating their role in language complexity and quality, which has important implications for teaching and assessment in IELTS preparation courses.
In a study by Junaid (2018), the syntactic structures of noun phrases in the written works of fifth-semester English students at the University of Muhammadiyah Makassar were examined using a descriptive qualitative approach The research aimed to identify the types of noun phrase structures employed by students and the challenges they faced, particularly with complex noun phrases and post-modification structures Junaid discovered that, although students utilized various noun phrase structures, they struggled with complex constructions due to difficulties in understanding and applying syntactic rules, leading to errors in their writing The findings emphasize the necessity for non-native speakers to master post-modification structures, as these significantly influence writing quality and accuracy, providing valuable insights for our master thesis on the challenges faced by non-native speakers in this area.
Mauliddia and Megawati Dina's study analyzed noun phrase construction in recount genre textbooks for senior high school students, focusing on report text data from three different sources They identified that noun phrases typically consist of pre-modifiers, heads, and post-modifiers, with common patterns including (Det+head), (Det+head+PP+CL), (Det+head+PP), and (Det+head+CL) The most frequently used determiners were "a" and "the." These findings offer valuable insights into noun phrase construction in educational materials, which can be further explored in the context of IELTS academic writing tasks to assess their impact on the quality and complexity of written language.
Despite valuable insights from previous studies on post-modification structures in noun phrases and their correlation with language proficiency and IELTS band scores, there has been no specific investigation into these structures in Band 9 IELTS writing task 2 essays This gap highlights the significance of the current study, which seeks to provide a comprehensive comparison of post-modification structures in noun phrases between different proficiency levels.
This study addresses a research gap in the analysis of post-modification structures within noun phrases in Band 9 IELTS academic writing task 2 essays By focusing on this specific element of IELTS writing assessment, it seeks to enhance the understanding of post-modification's significance in evaluating language proficiency and to contribute to the broader discourse on the linguistic characteristics that differentiate various levels of IELTS academic writing performance.
RESEARCH METHODOLOGY
Research Methods
This study employs a mixed-methods approach, integrating both qualitative and quantitative techniques The qualitative analysis focuses on describing the data, while the quantitative aspect identifies recurring patterns and provides statistical insights, including the frequency percentages of post-modifier structures in noun phrases through syntactic analysis.
This research utilizes analytic, synthetic, and descriptive methods to thoroughly examine the syntactic features present in the data By integrating these approaches, the study seeks to enhance the understanding of post-modification structures in noun phrases, leading to a more comprehensive and accurate analysis of the findings.
Description of Data
For this study, the researcher gathered 30 band 9 IELTS writing task 2 essays from credible English data sources, ensuring the reliability and relevance of the research data.
For achieving a Band 9 in IELTS academic writing task 2, I primarily referenced the website https://www.ielts-simon.com/, where I gathered 30 essays authored by Simon between September 2014 and January 2020 These essays, which comply with the minimum word count requirement, range from 261 to 321 words.
The IELTS Simon website is a highly respected resource for both IELTS test-takers and instructors, catering to students preparing for the exam and teachers looking for instructional materials It provides an extensive range of resources, including valuable tips, effective strategies, and practice materials, all aimed at helping learners attain their desired IELTS scores.
Simon's Band 9 essays were chosen for the present study due to several reasons:
Simon Corcoran, an experienced IELTS teacher and examiner, ensures the reliability of his Band 9 essays through his extensive knowledge of IELTS scoring criteria, making them exemplary models of high-quality writing.
+ Popularity: The IELTS Simon website has gained significant popularity among IELTS test-takers and instructors, making it a widely- recognized and well-respected resource in the IELTS community
Simon's expertise and the high quality of his work have been recognized by numerous newspapers, reinforcing the credibility and value of his Band 9 essays as reliable data for this study.
Numerous leading Vietnamese newspapers and media platforms have highlighted the effectiveness and reliability of Simon's IELTS resources for test-takers Articles affirm that Simon's essays are highly esteemed and recognized as the premier source for Band 9 essays, making them an invaluable asset for IELTS preparation.
VietnamNet has announced the exclusive arrival of the IELTS Simon craze at Pasal English Center, showcasing Simon's effective methods and materials This highlights Simon's significant expertise and influence within the IELTS community, marking a notable recognition of his resources in Vietnam.
VnExpress highlights the effectiveness of Simon Corcoran's IELTS preparation methods, particularly in their application by Pasal for Vietnamese test-takers The article underscores the credibility of Corcoran's strategies, which have proven successful in helping students achieve Band 9 essays.
The article titled "The IELTS Simon craze officially arrives exclusively at Pasal English Center" emphasizes the growing recognition and popularity of Simon's IELTS resources among Vietnamese students It highlights his website as an essential tool for effective IELTS preparation, showcasing the exclusive partnership with Pasal English Center that enhances access to these valuable resources.
Kenh14.vn highlights the growing challenges of the IELTS test, referencing Simon's insights to underscore his authority in IELTS preparation.
TTVN highlights Simon's expertise in IELTS through his insights on the growing difficulty of the IELTS test in the article titled "Is the IELTS test getting harder?" This discussion underscores his authority on IELTS-related topics, providing valuable perspectives for test-takers.
IDP Vietnam highlights IELTS Simon as a top resource for IELTS preparation in its blog post about various software and tools This endorsement reinforces the credibility and widespread appeal of Simon's Band 9 essays among Vietnamese candidates preparing for the IELTS exam.
Reputable Vietnamese newspapers and media outlets highlight the strong recognition and reliability of Simon's Band 9 essays, establishing them as an ideal data source for this thesis.
Utilizing Simon's Band 9 essays as a primary resource, the researcher anchors the analysis in exemplary, trustworthy instances of post-modification structures in noun phrases specifically related to IELTS writing.
In the present study entitled “A Study on Post-Modification of Noun Phrases in Band 9 IELTS Task 2 Sample Essays” , the researcher has chosen to focus Band 9 IELTS writing task 2 essays
3.2.1 Rationale for Selecting Band 9 IELTS Academic Writing Task 2 Sample Essays
In this study, the researcher focused on Band 9 IELTS academic writing Task 2 sample essays as the main subject of investigation The following are the key reasons for this choice:
3.2.1.1 Representing High-level Linguistic Competence By investigating Band 9 IELTS academic writing Task 2 sample essays, we can examine what language an expert user of English produces in their essays, thereby enhancing our understanding of academic writing style that could help IELTS learners reach their higher score
Data Analysis
As mentioned above, the researcher based this research on theories about NPs and post-modifiers of NPs from Sidney Greenbaum’s book titled
“The Oxford English Grammar”, first published in 1996, and “A
Comprehensive Grammar of the English Language” by Quirk, Greenbaum,
In 1985, Leech and Jan Svartvik released a significant work, which I referenced alongside Wekker and Haegeman's "A Modern Course in English Syntax" and Yule's "The Study of Language, 3rd Edition" (2006) to support my syntactic analysis.
With 30 Band 9 IELTS academic writing Task 2 sample essays collected, I carried out the following steps:
The 30 Band 9 IELTS writing task 2 sample essays are assigned codes from S1 to S30 to facilitate the analysis process
Step 2: Analyzing the syntactical features of Post-Modifiers of Noun Phrase in the 30 Band 9 IELTS academic writing Task 2 sample essays as follows:
This study focuses on identifying and counting noun phrases in each essay, specifically excluding personal pronouns Personal pronouns are not included as they are complete noun phrases that lack pre-modifiers or post-modifiers, which is why they are omitted from this analysis.
This article analyzes and counts ten types of post-modifiers used in essays, including prepositional phrases, finite relative clauses, relative -ing participle clauses, relative -ed participle clauses, relative infinitive clauses, appositive finite clauses, appositive infinitive clauses, adverbs, postposed adjectives, and comparative constructions.
Step 3: Presenting the results: The findings from these categories are presented in figures and tables in percentage form, allowing for an easier comparison between the two band ranges.
Research Procedures
The procedures for this study are as follows:
1 Collection of data: As described in Section 3.2., the researcher collects
30 Band 9 IELTS academic writing Task 2 sample essays from the Internet
2 Data analysis: Using the methods outlined in Section 3.1., I conducted a comprehensive analysis of the syntactical features of Post- Modifiers of Noun Phrases in the collected IELTS academic writing Task 2 sample essays
3 Interpretation of results: Based on the data analysis, the researcher identifies patterns in the use of post-modifiers in NPs in the Band 9 IELTS academic writing Task 2 sample essays
4 Presentation of findings: The results of the data analysis are presented in a clear and accessible manner, using figures and tables to illustrate the patterns
5 Discussion and conclusion: I discuss the implications of the findings, offering insights into the factors that may contribute to the use of post- modifiers of NPs in the Band 9 IELTS academic writing Task 2 sample essays, and provides conclusions and recommendations for future research.
RESULTS AND DISCUSSION
Frequency distribution of Post-Modifiers of Noun Phrases in Band 9
Upon analyzing the data from 30 band 9 IELTS writing task 2 essays, it was observed that there were a total of 1385 noun phrases (NPs) Out of these,
945 NPs were found to be without post-modifiers, while 440 NPs contained post-modifiers
Frequency distribution of noun phrases with post-modifiers in 30 IELTS Band 9 sample essays
In Band 9 sample essays, there is a notable prevalence of noun phrases (NPs) with post-modifiers, which enhances the complexity and depth of the writing This use of post-modifiers reflects a higher level of language proficiency and the effective incorporation of diverse grammatical structures, leading to more sophisticated sentence constructions Such complexity allows for a richer expression of ideas, enabling precise and clear communication However, it is important to note that a significant number of NPs—945 out of 1385—lack post-modifiers, indicating that their use is not mandatory for every NP Writers may choose simpler noun phrases when the context does not require modification This finding underscores the significance of effectively utilizing post-modifiers to achieve higher band scores in the IELTS examination while also emphasizing the importance of maintaining clarity and coherence in writing.
Single and Multiple Post-modifiers of Noun Phrases
A detailed analysis of 440 noun phrases (NPs) with post-modifiers shows that 349 of them, or nearly 80%, contained a single post-modifier, while 91 NPs, representing about 20%, had multiple post-modifiers This distribution is visually represented in the accompanying pie chart.
Frequency distribution of single and multiple post-modifiers in the 30 IELTS Band 9 sample essays
The use of single post-modifiers in 349 out of 440 noun phrases highlights the importance of simplicity in communication, which is a key factor in the IELTS assessment criteria Candidates often try to use complex sentence structures but may end up compromising clarity for complexity This trend suggests that writers prioritize clarity and precision over unnecessary complexity.
A single post-modifier allows writers to convey clear and concise information, preventing readers from being overwhelmed by excessive details that could obscure the main idea This approach not only enhances the flow of ideas but also improves the overall readability of the text.
The 91 instances of multiple post-modifiers, representing over 20% of the total, highlight the confidence of Band 9 sample essay writers in utilizing complex structures This technique enriches context, offers detailed information, and conveys deeper meanings, showcasing the writer's advanced language mastery The effective use of multiple post-modifiers balances complexity with coherence, a crucial quality for achieving a Band 9 essay.
While complexity in language is valued, it is crucial to prioritize accurate and appropriate usage The strategic implementation of complex structures, rather than their mere existence, plays a significant role in attaining a high band score.
The findings highlight the flexibility and diversity of noun phrase modification in Band 9 IELTS Writing Task 2 essays Successful test takers achieve a balance between simplicity and complexity, often opting for the clarity of single post-modifiers while skillfully incorporating multiple post-modifiers when suitable Further analysis could uncover more nuanced relationships between specific types of post-modifiers and their roles in high-scoring essays.
Post-modifier Types
A total of 440 noun phrases (NPs) featuring 568 post-modifiers have been classified into 10 distinct types The quantitative analysis outlines the distribution of these post-modifier types, as illustrated in Table 4.3.
Types of post-modifiers of NPs in band 9 IELTS Academic Writing Task 2 sample essays and their occurrence frequency
Type of Post-Modifier Frequency Percentage
An analysis of post-modifiers in 440 noun phrases from 30 Band 9 IELTS Writing Task 2 sample essays shows a substantial prevalence of prepositional phrases and finite relative clauses, accounting for 87.8% of the total 568 post-modifiers identified.
Prepositional phrases, with 404 occurrences, made up the vast majority, claiming 71.1% of the total post-modifiers This dominance can be attributed to several reasons
Firstly, prepositional phrases provide an effective means to enhance description and add more information about the noun phrase they modify
Prepositional phrases enhance descriptive richness by conveying diverse semantic relationships, including location, time, direction, cause, manner, and agent For example, the phrase "in the park" provides precise locational context to "the dog," creating a more vivid and engaging image of the scene.
Prepositional phrases are structurally simple, consisting of a preposition followed by a noun phrase, which makes them easy to construct and seamlessly integrate into sentences Their accessibility ensures that they do not disrupt the flow or coherence of the writing.
Finite relative clauses represent 16.7% of total post-modifiers, with 95 occurrences, highlighting their importance in adding detail within sentences Although less frequent than prepositional phrases, their notable usage underscores their role in enhancing sentence complexity and richness.
Relative clauses, especially finite ones, are a powerful tool for adding information about nouns without creating separate sentences They can either define or classify nouns or provide additional explanatory details For example, in the sentence "People who exercise regularly have a lower risk of heart disease," the finite relative clause "who exercise regularly" delivers crucial information about the specific group of people mentioned.
The use of relative clauses enhances sentence complexity, enabling a more nuanced expression of ideas Consequently, the effective application of finite relative clauses often reflects a high level of language proficiency, which may account for their frequent presence in Band 9 IELTS academic writing Task 2 sample essays.
Notably, the ability to correctly use relative clauses can be seen as a benchmark of advanced language skills due to the complexity associated with their formation and use
Relative infinitive clauses were used less frequently, accounting for only 5.5% of the total with 31 occurrences Although these clauses appear less often, they enhance the writing by conveying a nuanced sense of purpose or intention related to the nouns they modify, reflecting a higher level of sophistication.
Relative -ing and -ed participle clauses were used minimally, comprising only 1.1% and 1.9% of total post-modifiers, respectively This suggests that while these structures can provide concise additional details, they may not have been appropriate for the topics discussed or could have posed challenges in correct application.
Appositive finite clauses, comprising 2.5% of the data with 14 occurrences, offer a seamless way to add extra information to sentences However, their lower frequency may stem from the complexity involved and the precision needed for their correct application.
Notably, Band 9 sample essays contained no appositive infinitive clauses, resulting in a 0.0% occurrence of this post-modifier This lack of usage may stem from the complexities and precision necessary for their effective application.
Adverb phrases, postposed adjectives, and comparative constructions appeared infrequently in the essays, with occurrences of 1 (0.2%), 2 (0.4%), and 4 (0.7%) respectively Their limited usage suggests that these post-modifiers serve specific functions that were not often necessary in the context of the essays.
Overall, the findings illustrate the predominance of prepositional phrases and finite relative clauses in high-scoring IELTS academic writing
Task 2 sample essays, while a mix of other post-modifier types are also utilized to a lesser extent This pattern underscores the candidates' ability to adapt their language use according to their specific communicative goals and task constraints The low prevalence of certain post-modifiers may be more reflective of their specific usage contexts and inherent complexity rather than their usefulness or appropriateness
My master thesis, titled "Post-modifiers of Noun Phrases in Bands 6-6.5 and Band 9 IELTS Academic Writing Task 2 Sample Essays," analyzes the percentages and distribution of post-modifier types to enhance understanding of their role in distinguishing higher-scoring essays By comparing findings across various proficiency levels, the research offers insights into the strategic application of post-modifiers, ultimately aiding in the comprehension of how these elements contribute to achieving higher band scores in IELTS writing tasks.
Syntactic Analysis
a Prepositional phrase a1 “their impact on international public awareness of the famine”(S1)
[NP [PRON their] [N impact] [PREPOSITIONAL-PHRASE on international public awareness [PREPOSITIONAL-PHRASE of the famine]]]
The phrase "their impact on international public awareness of the famine" exemplifies the intricate structure of noun phrases enhanced by post-modifiers This showcases how noun phrases can be elaborated to communicate more nuanced and detailed concepts effectively.
The noun "impact" is central to the phrase, with the possessive pronoun "their" acting as a pre-modifier Following this, the prepositional phrase "on international public awareness" serves as a post-modifier, enriching the meaning of "impact." This phrase includes the noun "awareness," which is further specified by the prepositional phrase "of the famine," creating a complex structure that deepens the informational content of the noun phrase Additionally, the phrase "broad implications for all human societies" highlights the extensive effects that the impact may have across different communities.
[NP [ADJ broad] [N implications] [PREPOSITIONAL-PHRASE for all human societies]]
The prepositional phrase "for all human societies" acts as a cohesive complement, enhancing the understanding of the implications by defining their scope and target Additionally, the phrase "the absence of adult family members" highlights a significant aspect of the discussion.
[NP [DEFINITE-ART The] [N absence] [PREPOSITIONAL-PHRASE of adult family members]]
The prepositional phrase "of adult family members" serves as a complement, offering crucial context regarding the absence by identifying the specific group involved Additionally, there has been a significant increase in the variety of options accessible to us.
[NP [INDEFINITE-ART a] [ADJ dramatic] [N expansion] [PREPOSITIONAL-PHRASE in the number [PREPOSITIONAL-PHRASE of choices [FINITE-RELATIVE-CLAUSE that are available to us]]]
The noun phrase "a dramatic expansion in the number of choices that are available to us" demonstrates an advanced manipulation of post-modifiers to create a layered and richly descriptive statement
The head of the noun phrase is "expansion," which is preceded by the indefinite article "a" and the adjective "dramatic" as pre-modifiers The noun
The term "expansion" is further defined by the prepositional phrase "in the number," which clarifies the specific type of expansion being addressed Within this phrase, the noun "number" is elaborated upon by another prepositional phrase, "of choices," providing additional context to the discussion.
Interestingly, this noun phrase doesn't stop there; the final noun
The term "choices" is enhanced by a finite relative clause, "that are available to us," which is introduced by the relative pronoun "that." This clause includes the verb phrase "are available," offering further insight into the nature of these choices.
The intricate structure of noun phrases enables writers to convey extensive details concisely, highlighting the frequent use of prepositional phrases and finite relative clauses in Band 9 IELTS Writing Task 2 essays This skillful expression of complex ideas is essential for achieving high scores in the IELTS exam, as exemplified by the finite relative clause, “the latest craze that sweeps through her primary school.”
[NP [DEFINITE-ART the] [ADJ latest] [N craze] [FINITE-RELATIVE- CLAUSE that sweeps through her primary school]]
The noun phrase "the latest craze that sweeps through her primary school" is an excellent example of a noun phrase with a single post-modifier, specifically a finite relative clause
The latest craze, characterized by a finite relative clause that describes its impact, sweeps through her primary school.
"sweeps through her primary school"
The finite relative clause effectively conveys additional details about "the latest craze," pinpointing its location at "her primary school." This technique succinctly transforms complex information into a clear and concise noun phrase.
Finite relative clauses, though used less often than prepositional phrases in Band 9 IELTS writing task 2 essays, play a crucial role in enhancing sentence complexity and coherence Their effective use showcases the writer's proficiency in English grammar, particularly in contexts demanding high accuracy or extensive data calculations.
[NP [N areas] [FINITE-RELATIVE-CLAUSE that require high levels of accuracy or calculations using large amounts of data]]
The phrase "areas that require high levels of accuracy or calculations using large amounts of data" illustrates a complex structure, beginning with a finite relative clause as the primary post-modifier and enriched with additional embedded phrases for further detail.
The finite relative clause "that require high levels of accuracy or calculations" specifies the type of "areas" being discussed, highlighting their complexity and the precision needed in these fields.
The phrase "high levels of accuracy or calculations" serves as a prepositional phrase that elaborates on the 'requirements' The inclusion of the conjunction 'or' indicates that either accuracy, calculations, or both may be necessary.
Following the prepositional phrase is a relative -ing participle clause
Using large amounts of data enhances the accuracy of calculations, specifying the type of analysis being conducted This active engagement with data not only clarifies the calculations but also emphasizes their relevance in practical applications.
The construction features a second prepositional phrase, "of data," which specifies the 'amounts' and enhances the depth of the initial noun "areas." This combination enriches the noun phrase, showcasing the complexity typical of advanced language use Such structures reflect the writer's skill in managing intricate grammatical forms, as seen in examples like “historical events that took place in London.”
[NP [ADJ historical] [N events] [FINITE-RELATIVE-CLAUSE that took place in London]]
This noun phrase "historical events that took place in London" presents a simple but well-structured example of a noun phrase utilizing a finite relative clause
Summary
Chapter 4 presents a thorough examination of post-modifiers of noun phrases (NPs) in IELTS writing task 2 essays, focusing on the Band 9 range
The investigation quantitatively analyzed the frequency of post-modifiers in essays, categorizing them into ten distinct groups The findings revealed that 68.2% of noun phrases (NPs) in Band 9 essays, totaling 945 out of 1385 NPs, lacked post-modifiers, while 31.8% contained them.
Among the NPs with post-modifiers in Band 9 sample essays, 79.3% utilised a single post-modifier, while NPs with multiple post-modifiers comprised 20.7%
In the analysis of post-modifier types, prepositional phrases were the most prevalent, making up 71.1% of the total in Band 9 sample essays Finite relative clauses were the second most common, accounting for 16.7% of the total.
CONCLUSION AND IMPLICATIONS
Conclusion
An analysis of 30 Band 9 IELTS Writing Task 2 sample essays reveals key insights into the syntactic constructions and forms of post-modifiers in noun phrases (NPs) The findings indicate that the syntactic structures of post-modifiers in NPs exhibit notable similarities across this proficiency level.
In Band 9 essays, prepositional phrases emerged as the primary post-modifier, representing 71.1% of all post-modifiers This finding addresses the second research question and highlights the significance of prepositional phrases in the formation of noun phrases (NPs).
The analysis of Band 9 essays revealed a complex use of post-modifiers, showcasing a diverse range of types While complex structures such as relative clauses and appositive finite clauses were present, their overall frequency was low Additionally, the findings emphasized that single post-modifiers were more commonly used than multiple ones.
Overall, these findings contribute to our understanding of the role of post-modifiers in NP constructions in different levels of language proficiency
This study highlights the key structures and patterns of high proficiency in IELTS writing, providing essential insights for enhancing teaching strategies to improve English writing skills The findings can guide the creation of specialized teaching materials and exercises that emphasize the effective use of post-modifiers, ultimately aiding students in reaching higher proficiency levels.
Implications
The research findings have significant implications for English language teaching and learning, especially in preparing students for IELTS and other English proficiency assessments.
This study emphasizes the significance of post-modifiers in noun phrase construction, a vital element of English syntax Educators should incorporate this focus into their curriculum, moving beyond the prevalent use of prepositional phrases to explore a wider range of post-modifiers By doing so, teachers can improve learners' proficiency and flexibility in English writing, allowing them to create more complex and diverse sentences.
The variety and intricacy of post-modifiers in Band 9 essays highlight key traits of high-level writing, which should inform the development of teaching materials for advanced learners Incorporating exercises that promote the use of diverse post-modifiers can significantly aid students in transitioning from intermediate to advanced proficiency levels.
Mastering post-modifiers in noun phrases is crucial for students preparing for the IELTS and similar exams This study offers valuable insights into the characteristics of Band 9 essays, enabling students to grasp the criteria for achieving the highest score and informing their test-taking strategies effectively.
The results of this study can guide the creation of assessment criteria for English writing tests Notably, the prevalent use of multiple and complex post-modifiers in band 9 essays should be considered when developing scoring rubrics for writing evaluations.
This could lead to a more nuanced and comprehensive assessment of English writing proficiency, better reflecting the complexity and diversity of advanced English writing.
Limitations
While this research has yielded informative findings, it is not without its limitations These limitations provide areas for improvement in future studies
A significant limitation of the study is its sample size, which consists of only 30 IELTS writing task 2 essays This number is relatively small in comparison to the large pool of test takers globally, potentially making the selected essays unrepresentative of the wide variety of writing styles, language usage, and cultural backgrounds among IELTS candidates.
One significant limitation of this study is its exclusive focus on written language, as it only analyzed written essays without considering spoken language While this choice was made to narrow the study's scope, it restricts the applicability of the findings to spoken English and listening comprehension Given the considerable differences in syntactic and lexical features between written and spoken language, caution is advised when generalizing these results to all facets of English proficiency.
One limitation of the research is its focus on post-modifiers in noun phrases, which, while offering valuable insights, may neglect other important areas of syntax and grammar that significantly influence a candidate's band score.
This study recognizes that its qualitative analysis may be limited, having performed only a basic examination of post-modifiers in sample essays A more thorough qualitative analysis could enhance the findings and offer deeper insights into the reasons behind test takers' use of various post-modifiers in their writing Future research should aim to develop stronger qualitative methodologies to fill this gap.
Suggestions For Further Research
This study's findings and limitations highlight several avenues for future research, which could enhance our understanding of post-modifiers in noun phrases and their significance in relation to English language proficiency and IELTS performance.
Future studies should utilize a larger and more diverse sample size to enhance the generalizability of findings Additionally, researchers could explore the differences in post-modifier usage across various band scores, specifically comparing Bands 5, 6, 7, and 8 essays, to identify distinct trends and variations in proficiency levels.
Comparing various types of IELTS tests, including academic and general training, can offer valuable insights into the differences in post-modifier usage within noun phrases across diverse writing genres and contexts.
A comparative study of written and spoken language could reveal significant differences in the use and structure of post-modifiers, enhancing our understanding of English language communication.
Research should extend beyond post-modifiers to investigate various grammatical structures and their effects on English proficiency and IELTS performance This exploration could include analyzing different types of clauses, phrases, and lexical choices, and how they relate to English proficiency as evidenced in IELTS Writing Task 2 essays.
This chapter summarizes key findings from the study, highlighting their implications for English language teaching and learning while acknowledging limitations and suggesting future research directions By examining post-modifiers in IELTS writing task 2 essays, the research enhances our understanding of English proficiency and offers valuable insights for learners and educators The results emphasize the necessity of mastering varied and precise syntactic structures to excel in IELTS and other English proficiency assessments.
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APPENDIX SAMPLE TEXT ANALYSIS Band-9 IELTS Sample Essat 1 (S1)
Music has a unique ability to bring people together, transcending cultural differences and age barriers I firmly believe in this power of music and will outline my reasons below.
Music transcends cultural and national boundaries, uniting people worldwide A prime example of this is the Live Aid concerts of the 1980s, which were broadcast to a global audience These iconic events took place simultaneously in the UK and the US, showcasing the power of music to foster global solidarity.
In the US, concerts aimed at raising funds for famine relief in Ethiopia achieved remarkable success, garnering a global audience and significantly increasing awareness of the crisis These events highlighted the power of music as a universal language, uniting people across the world for a common cause.
Music transcends cultures and connects people across generations, allowing everyone, regardless of age, to enjoy memorable melodies, strong rhythms, and beautiful voices This universal appeal explains the popularity of televised music competitions like ‘The X Factor’ and ‘The Voice,’ which attract diverse audiences, from children to grandparents Ultimately, no other form of entertainment unites families quite like music does.
In conclusion, I believe that music is unique in its capacity to create shared experiences between people, irrespective of culture and age
After conducting an analysis, I have found a total number of 50 NPs, in Essay S1, 11 of which contain post-modifiers (accounting for 22%) and 39 of which do not contain post-modifiers (making up 78%)
The 11 NPs containing post-modifiers include: the power to unite and connect people, the best example of this, the Live Aid concerts that took place back in the 1980s, funds for famine relief in Ethiopia, terms of the number of people around the world who watched them, their impact on international public awareness of the famine, the ability to connect people from different generations, the same magical effect on all of us, grandparents alike, no other form of entertainment, its capacity to create shared experiences between people irrespective of culture and age
The 39 NPs without post-modification are the rest
Among the 11 NPs with post-modifiers, there are 7 NPs with single post- modifiers and 4 NPs with multiple post-modifiers
Syntactic Analysis of noun phrases containing post-modifiers:
Syntactic Analysis of noun phrases containing post-modification:
1 “the power to unite and connect people”
The labelled bracketing representation is:
[NP [DEFINITE-ART the] [N power] [RELATIVE-INFINITIVE- CLAUSE to unite and connect people]]
Type of post-modifier: Relative infinitive clause (e)
2 “the best example of this”
[NP [DEFINITE-ART the] [ADJ best] [N example] [PREPOSITIONAL-PHRASE of this]]
Type of post-modifier: Prepositional phrase (a)
3 “the Live Aid concerts that took place back in the 1980s”
[NP [DEFINITE-ART the] [N Live Aid concerts] [FINITE- RELATIVE-CLAUSE that took place back in the 1980s]]
Type of post-modifier: Finite relative clause (b)
4 “funds for famine relief in Ethiopia”
[NP [N funds] [PREPOSITIONAL-PHRASE for famine relief [PREPOSITIONAL-PHRASE in Ethiopia]]]
Type of post-modifier: Prepositional phrase (a)x2
5 “terms of the number of people around the world who watched them”
[NP [N terms] [PREPOSITIONAL-PHRASE of the number [PREPOSITIONAL-PHRASE of people [PREPOSITIONAL-PHRASE around the world] [FINITE-RELATIVE-CLAUSE who watched them]]
Type of post-modifier: Prepositional phrase (a)x3, Finite Relative Clause
6 “their impact on international public awareness of the famine”
[NP [PRON their] [N impact] [PREPOSITIONAL-PHRASE on international public awareness [PREPOSITIONAL-PHRASE of the famine]]
Type of post-modifier: Prepositional phrase (a)x2
7 “the ability to connect people from different generations”
[NP [DEFINITE-ART the] [N ability] [RELATIVE-INFINITIVE- CLAUSE to connect people [PREPOSITIONAL-PHRASE from different generations]]
Type of post-modifier: Relative infinitive clause (e), Prepositional phrase (a)
8 “the same magical effect on all of us”
[NP [DEFINITE-ART the] [ADJ same] [ADJ magical] [N effect] [PREPOSITIONAL-PHRASE on all of us]]
Type of post-modifier: Prepositional phrase (a)
Type of post-modifier: Adverb phrase (h)
10 “no other form of entertainment”
[NP [NEG-DETERMINER no] [ADJ other] [N form] [PREPOSITIONAL-PHRASE of entertainment]]
Type of post-modifier: Prepositional phrase (a)
11 “its capacity to create shared experiences between people irrespective of culture and age”
[NP [PRON its] [N capacity] [RELATIVE-INFINITIVE-CLAUSE to create shared experiences [PREPOSITIONAL-PHRASE between people [POSTPONED-ADJECTIVE irrespective of culture and age]]]
Type of post-modifier: Relative infinitive clause (e), Prepositional phrase (a), Postponed Adjective (i)
The analysis of post-modifiers revealed a total of 19 occurrences, comprising 12 prepositional phrases, 3 relative infinitive clauses, 2 finite relative clauses, 1 adverb phrase, and 1 post-posed adjective Notably, there were no occurrences of relative -ing participle clauses, relative -ed participle clauses, appositive finite clauses, appositive infinitive clauses, or comparative constructions These findings are summarized in the accompanying table.