Skip to main content Accessibility help
×
×
Home

Using a stance corpus to learn about effective authorial stance-taking: a textlinguistic approach

  • Peichin Chang (a1)
Abstract

Presenting a persuasive authorial stance is a major challenge for second language (L2) writers in writing academic research. Failure to present an effective authorial stance often results in poor evaluation, which compromises a writer's research potential. This study proposes a “textlinguistic” approach to advanced academic writing to complement a typical corpus approach that is oriented toward exploring lexico-grammatical patterns at the sentence level. A web-based stance corpus was developed which allowed the users to study both the linguistic realizations of stance at clause/sentence level and how stance meanings are made at the rhetorical move level. The assumptions the study tested included: (1) whether a textlinguistic approach assists L2 writers to polish their research argument particularly as a result of improved stance deployment, and (2) whether the web-based corpus tool affords a constructivist environment which prompts the learners to infer linguistic patterns to attain deeper understanding. Seven L2 doctoral students in the social sciences were recruited. The results indicate a positive relationship between writing performance and more accurate use of stance. However, the application of higher order cognitive skills (e.g., inferring and verifying) was infrequent in the corpus environment. Instead, the writers used more lower-level cognitive skills (e.g., making sense and exploring) to learn. The participants accessed the integrated “context examples” most frequently to guide their learning, followed by rhetorical “move examples” and clause-based “stance examples”. This suggests that the learning of stance is critically contingent on the surrounding contexts. Overall, the study reveals that effective authorial stance-taking plays a critical role in effective academic argument. To better assist L2 academic writers, incorporating more (con)textual examples in computer corpora tools is recommended.

Copyright
References
Hide All
Barton, E. L. (1993) Evidentials, argumentation, and epistemological stance. College English, 5: 745769.
Bernardini, S. (1998). Systematising serendipity; Proposals for large-corpora concordancing with language learners. Rethinking language pedagogy from a corpus perspective. Papers from the Third International Conference on Teaching and Language Corpora, 12–16.
Bernardini, S. (2002) Exploring new directions for discovery learning. In: Kettemann, B. and Marko, G. (eds.), Teaching and learning by doing corpus analysis. Amsterdam: Rodopi, 165182.
Bloch, J. (2009) The design of an online concordancing program for teaching about reporting verbs. Language Learning & Technology, 13(1): 5978.
Boulton, A. (2009) Testing the limits of data-driving learning: language proficiency and training. ReCALL, 21(1): 3754.
Boulton, A. (2010) Data-driven learning: Taking the computer out of the equation. Language Learning, 60(3): 534572.
Chambers, A. (2005) Integrating corpus consultation in language studies. Language learning and technology, 9(2): 111125.
Chambers, A. (2007) Popularising corpus consultation by language learners and teachers. In: Hidalgo, E., Quereda, L. and Santana, J. (eds.), Corpora in the foreign language classroom. Amsterdam: Rodopi, 316.
Chang, P.Schleppegrell, M. (2011) Taking an effective authorial stance in academic writing: Making the linguistic resources explicit for L2 writers in the social sciences. Journal of English for academic purposes, 10(3): 140151.
Charles, M. (2007) Reconciling top-down and bottom-up approaches to graduate writing: Using a corpus to teach rhetorical functions. Journal of English for academic purposes, 6(4): 289302.
Cobb, T. (1997) Is there any measurable learning from hands on concordancing? System, 25(3): 301315.
Flowerdew, L. (1998) Corpus linguistics techniques applied to textlinguistics. System, 26: 541552.
Flowerdew, L. (2004) The argument for using English specialized corpora. In: Connor, U. and Upton, T. A. (eds.), Discourse in the professions: Perspectives from corpus linguistics. Amsterdam: John Benjamins, 1133.
Flowerdew, L. (2005) An integration of corpus-based and genre-based approaches to text analysis in EAP/ESP: countering criticisms against corpus-based methodologies. English for specific purposes, 24: 321332.
Flowerdew, L. (2009) Applying corpus linguistics to pedagogy: A critical evaluation. International Journal of Corpus Linguistics, 14(3): 393417.
Hafner, C. A.Candlin, C. N. (2007) Corpus tools as an affordance to learning in professional legal education. Journal of English for Academic Purposes, 6: 303318.
Halliday, M. A. K.Martin, J. R. (1993) Writing science: Literary and discursive power. Pittsburgh, PA: University of Pittsburgh Press.
Hewings, A. (2004) Developing discipline-specific writing: an analysis of undergraduate geography essays. In: Ravelli, L. J. and Ellis, R. A. (eds.), Analysing academic writing: Contextualized frameworks. NY: Continuum, 131152.
Hood, S. (2004) Managing attitude in undergraduate academic writing: a focus on the introductions to research reports. In: Ravelli, L. J. and Ellis, R. A. (eds.), Analysing academic writing: Contextualized frameworks. NY: Continuum, 2444.
Hood, S. (2006) The persuasive power of prosodies: Radiating values in academic writing. Journal of English for Academic Purposes, 5: 3749.
Hunston, S. (2002) Corpora in Applied Linguistics. Cambridge: Cambridge University Press.
Hyland, K. (1998) Boosting, hedging and the negotiation of academic knowledge. Text, 18(3): 349382.
Hyland, K. (2003) Second Language Writing. Cambridge: New York: Cambridge University Press.
Hyland, K. (2004a) Disciplinary interactions: metadiscourse in L2 postgraduate writing. Journal of Second Language Writing, 13: 133151.
Hyland, K. (2004b) Disciplinary Discourses: social interactions in academic writing. Harlow, England: Longman.
Hyland, K. (2005) Stance and engagement: a model of interaction in academic discourse. Discourse Studies, 7(2): 173192.
Hyland, K. (2006) English for Academic Purposes: An advanced resource book. London: Routledge.
Johns, A. M., Bawarshi, A., Coe, R. M., Hyland, K., Paltridge, B., Reiff, M. J.Tardy, C. (2006) Crossing the boundaries of genre studies: Commentaries by experts. Journal of Second Language Writing, 15: 234249.
Johns, T. (1991) Should you be persuaded: Two samples of data-driven learning materials. ELR Journal, 4: 116.
Kennedy, C.Miceli, T. (2001) An evaluation of intermediate students’ approaches to corpus investigation. Language Learning & Technology, 5(3): 7790.
Kennedy, C.Miceli, T. (2010) Corpus-Assisted Creative Writing: Introducing Intermediate Italian Learners to a Corpus as a Reference Resource. Language Learning and Technology, 14(1): 2844.
Lee, S. H. (2008) An integrative framework for the analyses of argumentative/persuasive essays for an interpersonal perspective. Text & talk, 28(2): 239270.
Leech, G. (1997) Teaching and language corpora: a convergence. In: Wichmann, A., Fligelstone, S., McEnery, T. and Knowles, G. (eds.), Teaching and language corpora. London: Longman, 123.
Martin, J. R.White, P. R. R. (2005) The language of evaluation: Appraisal in English. New York: Palgrave-Macmillan.
McKay, S. (1980) Teaching the syntactic, semantic and pragmatic dimensions of verbs. TESOL Quarterly, 14(1): 1726.
O'Sullivan, Í.Chambers, A. (2006) Learners’ writing skills in French: Corpus consultation and learner evaluation. Journal of Second Language Writing, 15(1): 4968.
O'Sullivan, Í. (2007) Enhancing a process-oriented approach to literacy and language learning: The role of corpus consultation literacy. ReCALL, 19(3): 269286.
Samraj, B. (2002) Introductions in research articles: Variations across disciplines. English for Specific Purposes, 21: 118.
Schleppegrell, M. (2004) Technical writing in a second language: the role of grammatical metaphor. In: Ravelli, L. J. and Ellis, R. A. (eds.), Analysing academic writing: Contextualized frameworks. NY: Continuum, 173189.
Sun, Y-C. (2003) Learning processes strategies and web-based concordancers: A case study. British Journal of Educational Technology, 34(5): 601613.
Sun, Y-C.Wang, L-Y. (2003) Concordancers in the EFL classroom: cognitive approaches and collocation difficulty. CALL, 16(1): 8394.
Swales, J. M. (1990) Genre analysis: English in academic and research settings. New York: Cambridge University Press.
Swales, J. M. (2004) Research genres: explorations and applications. New York: Cambridge University Press.
Todd, R. W. (2001) Induction from self-selected concordances and self-correction. System, 29(1): 91102.
Tribble, C. (1991) Concordancing and an EAP writing programme. CAELL Journal, 1(2): 1015.
Turnbull, J.Burston, J. (1998) Towards independent concordance work for students: Lessons from a case study. ON-CALL, 12(2): 1021.
Upton, T. A.Connor, U. (2001) Using computerized corpus analysis to investigate the textlinguistic discourse moves of a genre. English for Specific Purposes, 20: 313329.
Widdowson, H. G. (1998) Context, community and authentic language. TESOL Quarterly, 32(4): 705716.
Woodward-Kron, R. (2002) Critical analysis versus description? Examining the relationship in successful student writing. Journal of English for Academic Purposes, 1: 121143.
Wu, S. (2007) The use of engagement resources in high- and low-rated undergraduate geography essays. Journal of English for Academic Purposes, 6(3): 254271.
Recommend this journal

Email your librarian or administrator to recommend adding this journal to your organisation's collection.

ReCALL
  • ISSN: 0958-3440
  • EISSN: 1474-0109
  • URL: /core/journals/recall
Please enter your name
Please enter a valid email address
Who would you like to send this to? *
×

Keywords

Metrics

Altmetric attention score

Full text views

Total number of HTML views: 0
Total number of PDF views: 0 *
Loading metrics...

Abstract views

Total abstract views: 0 *
Loading metrics...

* Views captured on Cambridge Core between <date>. This data will be updated every 24 hours.

Usage data cannot currently be displayed