scholarly journals STANCE IN ADVANCED ACADEMIC WRITING BY SAUDI EFL POSTGRADUATES: A CORPUS-BASED STUDY OF CRITIQUE WRITING

2021 ◽  
Vol 9 (4) ◽  
pp. 371
Author(s):  
Abdulwahid Qasem Al Zumor
Keyword(s):  
Academic Writing ◽  
Explicit Instruction ◽  
Applied Linguistics ◽  
Corpus Analysis ◽  
Analysis Software ◽  
High Quality ◽  
Postgraduate Students ◽  
Linguistic Resources ◽  
Efl Context ◽  
Authorial Voice

Whether the postgraduate students in the EFL context are adequately trained to express their authorial voice in academic writing in an appropriate tone has not been clarified enough in the literature. The aim of this study is to explore the linguistic resources used by Saudi postgraduate students of Applied Linguistics to construct stance when they write critique essays. To achieve this goal, a corpus of 78000 words was built from 73 critique essays collected in five years. To analyze this corpus, LancsBox corpus analysis software was used to generate the concordances with frequencies of key words in context. The model of corpus analysis used was Hyland’s (2005) which views stance as a construct within a model of interaction in academic discourse that comprises boosters, hedges, attitude markers, and self-mentions. The major findings of the study showed that the most frequently used stance markers were hedges, followed by attitude markers, then boosters, and finally self-mentions. In addition, the linguistic resources used in these strategies of stance construction by the students in this particular context need to be enhanced in order to conform with conventional standards of academic writing. To meet this ambitious requirement, the study recommends explicit instruction, training, and showcasing these textual resources as they occur in high quality discipline-specific publications.

scholarly journals La fuerza en la construcción del marco teórico en artículos científicos: un análisis desde la lingüística sistémico-funcional

2020 ◽  
Vol 25 (1) ◽  
pp. 75-91
Author(s):  
Norma Patricia Barletta ◽  
Diana Chamorro ◽  
Jorge Mizuno
Keyword(s):  
Academic Writing ◽  
Systemic Functional Linguistics ◽  
Applied Linguistics ◽  
Theoretical Framework ◽  
Spanish Language ◽  
Research Articles ◽  
Theoretical Frameworks ◽  
Functional Linguistics ◽  
Authorial Voice

Opposite to what is traditionally stated, the theoretical framework often constitutes an independent section in research articles. Therein writers establish the theoretical tradition that supports their research and make an account of the theoretical and research developments in their discipline, specifically, in their topic of research, thus establishing a dialogue with other voices. This article examines how writers organize their theoretical framework by means of verbal clauses using the resources of the graduation subsystem proposed by the systemic functional linguistics to express force —which will help them to construct their authorial voice. This study analyzed the verbal clauses and the graduation resources of the theoretical frameworks in 20 research articles in Spanish language published in Colombian journals from the area of applied linguistics. Findings show the variety of resources deployed by writers in their verbal clauses to strengthen their commitment to their tenets, especially in prominent places of their theoretical framework, such as the macroTheme, hyperThemes, macroNew and hyperNew. Awareness of these theoretical framework features may be relevant for teaching academic writing.

scholarly journals ADJECTIVES IN THE EXPRESSION OF EPISTEMIC MODALITY IN APPLIED LINGUISTICS RESEARCH ARTICLES

2021 ◽  
Vol 5 (2) ◽  
pp. 431-452
Author(s):  
Attapol Khamkhien
Keyword(s):  
Academic Writing ◽  
Corpus Linguistics ◽  
Applied Linguistics ◽  
Epistemic Modality ◽  
Research Articles ◽  
Linguistic Features ◽  
Postgraduate Students ◽  
Methodical Approach ◽  
Novice Writers ◽  
Interpersonal Model

Research in academic writing has shown that writers have a strong tendency to communicate their ideas interactively with readers. This study examines how professional writers use adjectives as part of interactional metadiscourse when writing research articles. A total of 255 research articles published in distinguished journals in the field of applied linguistics between 2015 and 2020 were systematically compiled and quantitatively and qualitatively analysed. The extent to which epistemic adjectives and typical phraseological patterns are used in research articles was investigated with the help of corpus linguistics methods, as was their epistemic strength indicated by writers. The interpersonal model of metadiscourse was used as the theoretical framework for the study. The findings suggest that the academic writing corpus, in essence, is interactionally oriented, while the use of adjectives as an epistemic modality reflects a methodical approach by article writers when presenting propositions and discussing their knowledge claims. This study provides a deeper understanding of these linguistic features to impact the reader. Pedagogically, the study can be useful for teaching academic writing to postgraduate students and help them and novice writers develop writing competency through epistemic devices, especially in research articles intended for publication.

The Significance of Teaching Academic Writing as a Discipline-Specific Skill

2020 ◽  
pp. 1-22
Author(s):  
El-Sadig Y. Ezza ◽  
Altayeb Alballa Ageeb ◽  
Rayan O. Sirry ◽  
Emtithal Mubarak
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Teaching Assistants ◽  
Explicit Instruction ◽  
Postgraduate Students ◽  
Writing Courses ◽  
Hard Science ◽  
Specific Skill ◽  
Disciplinary Affiliation ◽  
Study Participants

The purpose of the present study was to popularize the conscious initiation of novice scholars and postgraduate students into the writing conventions of their disciplines. In so doing, the study proposes the integration of writing courses into the disciplinary syllabus so that the students study writing developmentally throughout their stay in the faculty. A questionnaire, and an interview, were used to collect data from the study participants, who were lecturers and teaching assistants in different Sudanese higher education institutions. Data analysis revealed that the participants highly value the proposal to teach academic writing as a discipline-specific skill. It also showed significant differences in the participants' perceptions of explicit instruction of academic writing based on their disciplinary affiliation in favour of hard science specialists. However, the participants' research profiles did not show statistically different perceptions.

scholarly journals Rhetorical strategies in L2 writing: An exploration of Hedging and Boosting Strategies in Applied Linguistics research articles

2020 ◽  
Vol 20 (1) ◽  
Keyword(s):  
Writing Instruction ◽  
Academic Writing ◽  
Applied Linguistics ◽  
Software Tool ◽  
Research Articles ◽  
Rhetorical Strategies ◽  
Efl Context ◽  
Established Fact ◽  
Present Argument ◽  
Conclusion Section

Academic writing has been established as a persuasive endeavor which involves various interactional strategies including hedging and boosting. Nevertheless, there exists variation of hedging and boosting preferences across cultures. The purpose of this study is to explore the use of hedges and boosters, as interactional metadiscourse (MD) strategies, in Yemeni L2 academic writing. Using Hyland (2005), the study was conducted on a text of 34 applied linguistics research articles (RAs) produced by L2 writers. Based on Hyland’s model, a textual software tool was employed to search the instances of hedges and boosters in the corpus. The findings demonstrate that interactional MD strategies were utilized in relatively small proportions. Contrary to the assumption in the literature, hedges were used more than booster especially in the conclusion section of RAs. However, the findings suggest that Yemeni L2 writers tend to present argument like an established fact i.e. making assertive and unqualified statements. Given the limited use of hedging and boosting and the tendency to make unhedged statements, limited rhetorical functions were detected. The study has useful implications for academic writing instruction especially in EFL context.

CORPUS LINGUISTICS, LANGUAGE CORPORA AND LANGUAGE TEACHING

2020 ◽  
Vol 14 (2) ◽  
pp. 75
Author(s):  
Eska Perdana Prasetya ◽  
Anita Dewi Ekawati ◽  
Deni Sapta Nugraha ◽  
Ahmad Marzuq ◽  
Tiara Saputri Darlis
Keyword(s):  
Academic Writing ◽  
Corpus Linguistics ◽  
Language Use ◽  
Language Teaching ◽  
Applied Linguistics

<span lang="EN-GB">This research is about Corpus Linguistics, Language Corpora, And Language Teaching. As we know about this science is relatively new and is associated with technology. There are several areas discussed in this study such as several important parts of the corpus, the information generated in the corpus, four main characteristics of the corpus, Types of Corpora, Corpora in Language Teaching, several types that could be related to corpus research, Applications of corpus linguistics to language teaching may be direct or indirect. The field of applied linguistics analyses large collections of written and spoken texts, which have been carefully designed to represent specific domains of language use, such as informal speech or academic writing.</span>

scholarly journals Hidden features in global knowledge production: (re)positioning theory and practice in academic writing

2017 ◽  
Vol 17 (2) ◽  
pp. 355-378 ◽  
Author(s):  
Joel Windle
Keyword(s):  
Academic Writing ◽  
Knowledge Production ◽  
Applied Linguistics ◽  
Positioning Theory ◽  
Theory And Practice ◽  
Academic Literacies ◽  
Global Knowledge ◽  
Post Colonial ◽  
Colonial Theory ◽  
Global North

ABSTRACT A key challenge for applied linguistics is how to deal with the historical power imbalance in knowledge production between the global north and south. A central objective of critical applied linguistics has been to provide new epistemological foundations that address this problem, through the lenses of post-colonial theory, for example. This article shows how the structure of academic writing, even within critical traditions, can reinforce unequal transnational relations of knowledge. Analysis of Brazilian theses and publications that draw on the multiliteracies framework identifies a series of discursive moves that constitute “hidden features” (STREET, 2009), positioning “northern” theory as universal and “southern” empirical applications as locally bounded. The article offers a set of questions for critical reflection during the writing process, contributing to the literature on academic literacies.

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