Affiliation:
1. Ocean University of China, China
2. University of Auckland, New Zealand
Abstract
Students of English as a foreign language (EFL) are often found to have weak control over authorial stance for constructing persuasive argumentation in academic writing. However, little interventional research has been reported on improving students’ stance-taking, particularly the patterning of stance resources. To fill the gap, we conducted this quasi-experimental study to explore the effects of the systemic functional linguistics (SFL) Engagement system as a pedagogical affordance on improving EFL students’ stance-taking with a pre- and post-test design. Forty-six Chinese EFL undergraduate students were randomly assigned either to a treatment group or a comparison group. The treatment group was provided with a seven-week intervention which included explicit instruction in stance-taking, while the comparison group received regular writing instruction that did not involve the teacher teaching stance-taking explicitly to students. Upon completion of the intervention, we conducted qualitative analysis of stance patterns and found across-group differences. Students in the treatment group were more capable of establishing argumentation through an alternation of contractive and expansive stances. The stance patterns for introducing external sources further indicate their enhanced undertaking of authorial responsibility and better incorporation of sources. However, both groups kept using unspecified sources in stance attributions. We conclude our study with a discussion of pedagogical implications.
Subject
Linguistics and Language,Education,Language and Linguistics
Cited by
6 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献