GERRARD, Daniel. ‘I humbly believe that…’: Stance expression in student and expert writing in linguistics. In 10th Brno Conference on Linguistics Studies in English 2023: Looking beyond the surface of the text. 2023.
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Basic information
Original name ‘I humbly believe that…’: Stance expression in student and expert writing in linguistics
Authors GERRARD, Daniel.
Edition 10th Brno Conference on Linguistics Studies in English 2023: Looking beyond the surface of the text, 2023.
Other information
Original language English
Type of outcome Presentations at conferences
Field of Study 50301 Education, general; including training, pedagogy, didactics [and education systems]
Country of publisher Czech Republic
Confidentiality degree is not subject to a state or trade secret
Organization unit Faculty of Education
Keywords in English stance; academic writing; PhD students; corpus analysis
Changed by Changed by: Daniel Gerrard, M.A., učo 243209. Changed: 19/1/2024 16:13.
Abstract
In academic writing, stance is the expression of a writer’s attitude, commitment, and presence. How stance is expressed by expert writers from different disciplines and linguacultural backgrounds has been extensively researched; far less attention, however, has been given to writing by PhD students. This paper reports on a pilot corpus study exploring stance expression by Czech PhD students and expert writers in theses and research articles in linguistics. The aim is to compare writers’ use of stance devices in three corpora of introduction sections – by Czech PhD students, academics with English as L1, and academics with English as L2. Quantitative and qualitative corpus-based analysis of stance features will be carried out based on Hyland’s (2005) model of stance and engagement. The findings should indicate whether and to what extent PhD students express stance differently to academics due to their level of expertise and L1 background.
Links
MUNI/A/1335/2022, interní kód MUName: Výzkum v didaktice cizích jazyků
Investor: Masaryk University, Research in foreign language didactics
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