Attitudinal Evaluation in Chinese University Students’ English Writing

A Contrastive Perspective

Author: Xinghua Liu,Anne McCabe

Publisher: Springer

ISBN: 9811064156

Category: Language Arts & Disciplines

Page: 141

View: 5077

This book offers up-to-date insights into the long-standing controversy of whether or not Chinese learners of English adequately express their attitudes in written English. It compares four writing datasets from three groups of student writers (e.g., English-speaking students’ English texts, Chinese-speaking students’ Chinese texts, and both English and Chinese texts produced by the same group of Chinese-speaking students majoring in English), and applies the appraisal framework, an analytical tool developed in the field of Systemic Functional Linguistics. The book provides a nuanced view of the deployment of attitudinal patterns and the linguistic resources used for attitudinal evaluation in Chinese students’ English writing. Accordingly, it offers a valuable resource for all those interested in second language writing, contrastive rhetoric, second language acquisition and systemic functional linguistics.

Evaluation in Text : Authorial Stance and the Construction of Discourse

Authorial Stance and the Construction of Discourse

Author: Susan Hunston,Geoffrey Thompson

Publisher: Oxford University Press, UK

ISBN: 0191591092


Page: 238

View: 2354

A crucial aspect of any discourse is what the writer or speaker thinks about his/her topic - in other words, how the writer or speaker evaluates the topic. Evaluation in Text brings together work from many different perspectives, providing a unique profile of this important topic which will be essential reading for any student or researcher of Discourse Analysis. - ;This is an accessible and wide-ranging account of current research in one of the most central aspects of discourse analsysis: evalution in and of written and spoken language. Evalution is the broad cover term for the expression of a speakers - or writers - attitudes, feelings, and values. It covers areas sometimes referred to as stance, modality, affect or appraisal. Evaluation (a) expresses the speakers opinion and thus reflects the value-system of that person and their community; (b) constructs relations between speaker and hearer (or writer and reader); (c) plays a key role in how discourse is organized. Every act of evalution expresses and contributes to a communal value-system, which in turn is a component of the ideology that lies behind every written or spoken text. Conceptually, evaluation is comparative, subjective, and value-laden. In linguistic terms it may be analysed lexically, grammatically, and textually. These themes and perspectives are richly exemplified in the chapters of this book, by authors aware and observant of the fact that processes of linguistic analysis are themselves inherently evaluative. The editors open the book by introducing the field and provide separate, contextual introductions to each chapter. They have also collated the references into one list, itself a valuable research guide. The exemplary perspectives and analyses presented by the authors will be of central interest to everyone concerned with the analysis of discourse, whether as students of language, literature, or communication. They also have much to offer students of politics and culture. The editors open the book by introducing the field and provide separate, contextual introductions to each chapter. They have also collated the references into one list, itself a valuable research guide. The exemplary perspectives and analyses presented by the authors will be of central interest to everyone concerned with the analysis of discourse, whether as students of language, literature, or communication. They also have much to offer students of politics and culture. -

From Corpus to Classroom

Language Use and Language Teaching

Author: Anne O'Keeffe,Michael McCarthy,Ronald Carter

Publisher: Cambridge University Press

ISBN: 0521851467

Category: Foreign Language Study

Page: 315

View: 9947

This book summarises and makes accessible recent work in corpus research, focusing on spoken data and on the place of lexis in grammar and discourse.

Contrastive Rhetoric

Cross-Cultural Aspects of Second Language Writing

Author: Ulla Connor

Publisher: Cambridge University Press

ISBN: 9780521446884

Category: Education

Page: 201

View: 371

Shows how a person's first language and culture influence writing in a second language.

Metadiscourse in L1 and L2 English

Author: Annelie Ädel

Publisher: John Benjamins Publishing

ISBN: 9027293295

Category: Language Arts & Disciplines

Page: 243

View: 5364

The pervasive phenomenon of metadiscourse – commentary on the ongoing discourse – is beginning to take its rightful place among the major topics of discourse studies. This book makes simultaneous contributions to the theory of metadiscourse, corpus-based methods of studying such phenomena, and our knowledge of metadiscourse use in written English. After comprehensively reviewing previous research, it introduces a more rigorous and empirical approach to metadiscourse studies. Ädel presents a new model of metadiscourse based on Jakobson’s functions of language, and other conceptual tools, including explicit features for defining metadiscourse, a taxonomy of the functions it serves, and maps of the boundaries between it and related phenomena. A large-scale study of writing by L1 and L2 university students is presented, in which the L2 speakers’ overuse of metadiscourse strongly marks them as lacking in communicative competence. This work is of interest both to linguists and to educators concerned with writing in English.

The Cambridge Handbook of Learner Corpus Research

Author: Sylviane Granger,Gaëtanelle Gilquin,Fanny Meunier

Publisher: Cambridge University Press

ISBN: 1316432149

Category: Language Arts & Disciplines

Page: N.A

View: 2976

The origins of learner corpus research go back to the late 1980s when large electronic collections of written or spoken data started to be collected from foreign/second language learners, with a view to advancing our understanding of the mechanisms of second language acquisition and developing tailor-made pedagogical tools. Engaging with the interdisciplinary nature of this fast-growing field, The Cambridge Handbook of Learner Corpus Research explores the diverse and extensive applications of learner corpora, with 27 chapters written by internationally renowned experts. This comprehensive work is a vital resource for students, teachers and researchers, offering fresh perspectives and a unique overview of the field. With representative studies in each chapter which provide an essential guide on how to conduct learner corpus research in a wide range of areas, this work is a cutting-edge account of learner corpus collection, annotation, methodology, theory, analysis and applications.

Culture and Identity through English as a Lingua Franca

Rethinking Concepts and Goals in Intercultural Communication

Author: Will Baker

Publisher: Walter de Gruyter GmbH & Co KG

ISBN: 1501502166

Category: Language Arts & Disciplines

Page: 295

View: 6608

The use of English as a lingua franca (ELF) on a global scale forces a reassessment of our understanding of the relationships between language, culture and identity in intercultural communication. This book outlines how we might conceive of this relationship in the fluid communicative practices of ELF, which leads to a revaluation of notions of intercultural competence and related pedagogic practices.

Interaction Process and Chinese EFL Learners’ Proficiency Development

A Cognitive and Interactionist Approach

Author: Shanshan Gu

Publisher: Springer

ISBN: 9811068356

Category: Language Arts & Disciplines

Page: 156

View: 9401

This book provides readers a better understanding of the interaction-learning relationship in the English as a Foreign Language (EFL) context. It introduces theories on input, output, and learners’ internal mechanisms, and presents the pedagogical implications of how to adapt focus-on-form instruction in Chinese EFL classrooms. As such, it will be of particular interest to those readers who want to explore the relationship between interaction and language acquisition.

Corpora in Language Teaching and Learning

Potential, Evaluation, Challenges

Author: Yvonne Alexandra Breyer

Publisher: Peter Lang Pub Incorporated

ISBN: 9783631630419

Category: Computers

Page: 268

View: 4666

This book highlights the potential and the challenges of corpora in language education with a particular focus on the teacher's perspective. For this purpose, the study explores the relevance of the corpus approach to central paradigms underlying contemporary language education. Furthermore, a critical analysis investigates the persisting gap between research findings and their implementation in teaching practices. As a result, key factors in advancing the popularisation of corpora in language education are identified. A survey and a case study verify this gap and, importantly, underline the pivotal role of adequate teacher education if corpus-based language teaching is to make any significant impact on current teaching practices.

Developing Critical Thinking in EFL Classes

An Infusion Approach

Author: Yue Lin

Publisher: Springer

ISBN: 9811077843

Category: Language Arts & Disciplines

Page: 194

View: 6000

This book presents an innovative teaching experiment and an analytical study of critical thinking and the sociocultural theory of learning to illustrate the cognitive learning development mechanisms. It addresses the issues in developing critical thinking, including the controversy surrounding the definition, measurement and teaching of critical thinking, particularly in the L2 context. The book explains how infusion-thinking lessons can be structured to help students develop critical thinking along with language learning. Further, it uses a case study as a real-world example to examine the applicability and feasibility of infusion-thinking lessons in the EFL context and their effectiveness in developing students’ critical thinking and language learning. Packed with thinking activities and techniques, this practical, hands-on manual provides original ideas and empirical data, giving teachers everything they need to plan their lessons to improve students’ critical thinking within language courses and evaluate their teaching.

Discourse, Structure and Linguistic Choice

The Theory and Applications of Molecular Sememics

Author: T. Price Caldwell

Publisher: Springer

ISBN: 3319754416

Category: Language Arts & Disciplines

Page: 134

View: 2220

This volume presents eight papers and a draft monograph by T. Price Caldwell on topics in linguistics, semiotics and philosophy of language. From the beginning of his professional career onwards, Caldwell wrote short fiction and poetry, and he taught English literature. The relevance to these of philosophy of language, semiotics and certain areas of linguistics increasingly caught his interest. This book presents the fruits of this later work. Of the papers included here, two are abstract and theoretical, focusing on linguistic methodology and Caldwell’s overarching views on the nature of meaning-in-context. His position here, which he called Molecular Sememics, echoes early Structuralism and Functionalism, but addresses shortfalls in each. Two other papers apply the method and theory to topics within semantics and pragmatics, including especially the structuring of discourse. The remaining four papers connect Caldwell’s theoretical insights to his life-long interests in fiction and pedagogy. The monograph – which Caldwell was left unfinished due to illness – aims to present as a single intellectual package the theory and the applications.

Psychologized Language in Education

Denaturalizing a Regime of Truth

Author: Zvi Bekerman,Michalinos Zembylas

Publisher: Springer

ISBN: 1137549378

Category: Education

Page: 212

View: 4674

This book explores how psychologized language has come to dominate education and schooling. Taking a critical lens to some major constructs in education—e.g. the mind, the self, identity, emotion, emotional intelligence, motivation, culture, language and meaning—and their grounding in psychologized discourses, the authors suggest possible ways to overcome these psychologized discourses and remedy their consequences. The book invites readers to move away from static, reified conceptualizations to a more active, social understanding of what education is all about.

A Synthesis of Research on Second Language Writing in English

Author: Ilona Leki,Alister Cumming,Tony Silva

Publisher: Routledge

ISBN: 1135601526

Category: Education

Page: 272

View: 2357

'I applaud the authors for this sizeable undertaking, as well as the care exercised in selecting and sequencing topics and subtopics. A major strength and salient feature of this volume is its range: It will serve as a key reference tool for researchers working in L2 composition and in allied fields.' – John Hedgcock, Monterey Institute for International Studies Synthesizing twenty-five years of the most significant and influential findings of published research on second language writing in English, this volume promotes understanding and provides access to research developments in the field. Overall, it distinguishes the major contexts of English L2 learning in North America, synthesizes the research themes, issues, and findings that span these contexts, and interprets the methodological progression and substantive findings of this body of knowledge. Of particular interest is the extensive bibliography, which makes this volume an essential reference tool for libraries and serious writing professionals, both researchers and practitioners, both L1 and L2. This book is designed to allow researchers to become familiar with the most important research on this topic, to promote understanding of pedagogical needs of L2 writing students, and to introduce graduate students to L2 writing research findings.

Teaching EFL Writing in the 21st Century Arab World

Realities and Challenges

Author: Abdelhamid Ahmed,Hassan Abouabdelkader

Publisher: Springer

ISBN: 1137467266

Category: Education

Page: 261

View: 5071

Teaching EFL Writing in the 21st Century Arab World addresses a range of issues related to researching and teaching EFL writing in different countries in the Arab World including Egypt, Morocco, Oman, Palestine, Tunisia, UAE and Yemen. Both theoretically and practically grounded, chapters within discuss the different contexts in which EFL writing is taught, from primary school to university. The book sheds light on how EFL writing is learned and taught at each educational stage, exposing the different challenges encountered in the teaching and learning. The focus on EFL writing in the Arab World makes this a unique and long overdue contribution to the field of research around EFL writing and will be an invaluable resource for researchers, curriculum designers and students.

University Language

A Corpus-based Study of Spoken and Written Registers

Author: Douglas Biber

Publisher: John Benjamins Publishing

ISBN: 9027222959

Category: Language Arts & Disciplines

Page: 261

View: 8750

University students must cope with a bewildering array of registers, not only to learn academic content, but also to understand course expectations and requirements. While many previous studies have investigated academic writing, we know comparatively little about academic speech; and no linguistic study to date has investigated the range of academic and advising/management registers that students encounter. This book is a first step towards filling this gap. Based on analysis of the T2K-SWAL Corpus, the book describes university registers from several different perspectives, including: vocabularly patterns; the use of lexico-grammatical and syntactic features; the expression of stance; the use of extended collocations ('lexical bundles'); and a Multi-Dimensional analysis of the overall patterns of register variation. All linguistic patterns are interpreted in functional terms, resulting in an overall characterization of the typical kinds of language that students encounter in university registers: academic and non-academic; spoken and written.