Language choice tendency in second language academic writing -- Based on the perspective of explicit and implicit expression of information

Abstract

From the perspective of explicit and implicit information expression, this paper explores the language choice tendency of second language academic writing. The dynamic balance between the two is the core of the clarity and conciseness of academic terms, and also the key to cross-cultural academic communication. Combing second language acquisition and academic discourse research, it is found that learners show obvious level differences: the middle and low levels are often over manifested (such as the abuse of connectives and semantic repetition), and the middle and high levels are prone to improper concealment (such as fuzzy logic and unclear reference). Such tendencies tend to lead to discourse redundancy or logic fracture, affecting the efficiency of academic information transmission and the recognition of papers. The research shows that the main influencing factors are mother tongue transfer, insufficient cognition of academic norms, and the limitation of second language level. The purpose of this paper is to provide practical reference for the teaching of second language academic writing, help learners balance explicit and implicit expression according to the characteristics of science and engineering, humanities and Social Sciences, and improve the logicality and standardization of academic discourse.