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APPRAISAL resources in L1 and L2 argumentative essays: A contrastive learner corpus-informed study of evaluative stance

Authors:

Suet Ling Lam,

University of Hong Kong, HK
About Suet
Graduate alumni, Centre for Applied English Studies
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Peter Crosthwaite

University of Queensland, AU
About Peter
Lecturer, School of Languages and Cultures
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Abstract

Martin and White’s (2005) APPRAISAL theory explores the ways interpersonal meanings are expressed when researching evaluative aspects of language use. Despite numerous discourse analyses using APPRAISAL, there is a lack of corpus-based research comparing APPRAISAL resources deployed by L1 and L2 English writers in discourse produced under the same conditions and on the same task. Based on a corpus of 60 argumentative essays across two writing prompts, the present study applied the APPRAISAL model as part of a Contrastive Interlanguage Analysis (Granger, 1996, 2015) to compare the evaluative stance construed in L1 and L2 English texts. The findings show significant variance in the evaluative resources used in L1 and L2 essays. L1 English writers demonstrated a consistent reliance on ENGAGEMENT resources in general and showed a heavier dependence on these devices than L2 writers in their essays. In contrast, Hong Kong L2 English writers used a significantly higher frequency of negative ATTITUDE resources that L1 English writers. These contrastive corpus-based results offer further evidence of differences in L1/L2 written evaluative stance that educators may take into account during writing instruction.
How to Cite: Lam, S. L., & Crosthwaite, P. (2018). APPRAISAL resources in L1 and L2 argumentative essays: A contrastive learner corpus-informed study of evaluative stance. Journal of Corpora and Discourse Studies, 1(1), 8–35. DOI: http://doi.org/10.18573/jcads.1
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Published on 01 Sep 2018.
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