The influence of the learner's mother tongue on the use of a second
language has long been of interest within applied linguistics.
Whilst most studies have focused on the sentence level, contrastive
rhetoric has broadened this area of investigation to the levels of
discourse and text. This study explores and applies the approach to
written English and Shona of Shona native speakers in Zimbabwe. It
is both theoretical and practical, highlighting the importance of
multi-dimensional andnon-evaluative analytical frameworks, and
providing information for second language teachers and learners.
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