| Writer-Reader Interaction: Writer's Stance in English L1 and L2 Contributor(s): Darwish, Hosam (Author) |
|
 |
ISBN: 1693573466 ISBN-13: 9781693573460 Publisher: Independently Published OUR PRICE: $14.25 Product Type: Paperback Published: September 2019 |
| Additional Information |
| BISAC Categories: - Foreign Language Study |
| Physical Information: 0.58" H x 8.5" W x 11" (1.41 lbs) 274 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: Stance refers to the ways academics annotate their texts to comment on the possible accuracy or creditability of a claim, the extent they want to commit themselves to it, or the attitude they want to convey to an entity, a proposition or the reader. Stance concerns writer-oriented features of interaction which can be presented by four interpersonal categories. These categories are boosters, e.g. 'must, clearly', hedges, e.g. 'may, possibly', self-mentions, e.g. 'I, me' and attitude markers, e.g. 'interesting, surprisingly'. Stance features between L1 and L2 writers have been investigated by several researchers highlighting how L2 writers have adopted similar/different stance from their L1 peers. Most research attributed the differences of quantities and types of stance markers between native and non-native English writers to their culture. While these explanations could be reasonable, they appear to be intuition-based as these studies have been quantitative-based, examining writers' stance from the view that texts are an artefact of activity, independent of specific contexts and outside the personal experiences of authors and audience, and dealing with culture from its static meaning rather than viewing culture as dynamic which may inform more detailed information about writer's motivations and reasons for using metadiscourse markers.Accordingly, there is a need for more qualitative research to better understand L1 and L2 text writers' thoughts, routines and strategies when using certain markers, and how their lexical choices meet their readers' expectations. There is also a need to collect feedback from the expert audience on how they see successful/less successful stance patterns in academic texts. Therefore, this book is based on research that fills in this gap; a mixed-method approach was applied by first examining quantitatively two corpora of texts: one by native English writers and the other by EFL writers native of Arabic. And then, discourse-based interviews were conducted, first, with some of the text writers to report on their perceptions to use certain stance markers, and second, with expert academic audience to characterise successful / less successful features of stance-taking in English academic writing. |
