English L2 connectives in academic bilingual discoursea longitudinal computerised analysis of a learner corpus

  1. Granados, Adrián 1
  2. Lorenzo, Francisco 2
  1. 1 Universidad Pablo de Olavide, España
  2. 2 Pablo de Olavide University, España
Revista signos: estudios de lingüística

ISSN: 0035-0451 0718-0934

Year of publication: 2021

Volume: 54

Issue: 106

Pages: 626-644

Type: Article

DOI: 10.4067/S0718-09342021000200626 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista signos: estudios de lingüística


Cited by

  • Scopus Cited by: 10 (20-02-2024)
  • Web of Science Cited by: 5 (15-10-2023)
  • Dimensions Cited by: 6 (29-02-2024)

JCR (Journal Impact Factor)

  • Year 2021
  • Journal Impact Factor: 0.459
  • Journal Impact Factor without self cites: 0.4
  • Article influence score: 0.265
  • Best Quartile: Q4
  • Area: LINGUISTICS Quartile: Q4 Rank in area: 168/195 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2021
  • SJR Journal Impact: 0.298
  • Best Quartile: Q1
  • Area: Literature and Literary Theory Quartile: Q1 Rank in area: 40/1004
  • Area: Linguistics and Language Quartile: Q2 Rank in area: 290/1176


  • Social Sciences: A
  • Human Sciences: A+

Scopus CiteScore

  • Year 2021
  • CiteScore of the Journal : 1.0
  • Area: Literature and Literary Theory Percentile: 95
  • Area: Language and Linguistics Percentile: 70
  • Area: Linguistics and Language Percentile: 68

Journal Citation Indicator (JCI)

  • Year 2021
  • Journal Citation Indicator (JCI): 0.44
  • Best Quartile: Q3
  • Area: LINGUISTICS Quartile: Q3 Rank in area: 190/275
  • Area: LANGUAGE & LINGUISTICS Quartile: Q3 Rank in area: 195/372


(Data updated as of 29-02-2024)
  • Total citations: 6
  • Recent citations (2 years): 5
  • Field Citation Ratio (FCR): 10.54


This paper aims to describe the longitudinal evolution in the use of English L2 connectives made by students enrolled in a bilingual CLIL programme in the Andalusian secondary education system (Southern Spain) over three years of formal tuition. The automated tool Coh-Metrix has been used to approach a learner corpus produced by students as part of the school subject of bilingual history, which is taught in English as an L2. The overall evolution of connectives has been analysed, as well as the evolution of each of the connectives’ categories measured by Coh-Metrix (causal, logical, adversative/contrastive, temporal, extended temporal and additive connectives). Results have then been interpreted in order to pinpoint the developmental stage of students’ L2 written proficiency and analyse their degree of historical literacy. Over the three years of our study, the students have been found to increase their overall use of connectives in 15‰, indicating that they are becoming more proficient L2 writers. Furthermore, there is a particular increase in their use of causal and adversative/contrastive connectives, and a decrease in extended temporal connectives, which points to the development of their historical literacy and their transition from narrative to expository texts.

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