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http://dspace.bits-pilani.ac.in:8080/jspui/handle/123456789/19320Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Vijayakumar, Chintalapalli | |
| dc.date.accessioned | 2025-09-04T05:42:50Z | |
| dc.date.available | 2025-09-04T05:42:50Z | |
| dc.date.issued | 2025-03 | |
| dc.identifier.uri | https://link.springer.com/chapter/10.1007/978-3-031-84278-8_3 | |
| dc.identifier.uri | http://dspace.bits-pilani.ac.in:8080/jspui/handle/123456789/19320 | |
| dc.description.abstract | This study aims to understand how novice English foreign language (EFL) writers express their stance and attitude in essay writing using Ken Hyland’s model of stance and engagement (2005). Adopting a corpus-based approach to analysis, we have examined four stance features—hedges, boosters, attitude markers, and self-mentions—in a learner-driven corpus of 532 essays collected from the PYP students in a university in the Kingdom of Saudi Arabia over a period of three years. Our results indicate an overuse of boosters and an underuse of the attitudinal markers. It also shows how student writing relies on a few recurrent patterns to express stance in writing. Keeping the findings in view, we suggest a few implications for teaching English for academic purposes (EAP) courses to PYP students. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Springer | en_US |
| dc.subject | Humanities | en_US |
| dc.subject | EFL writing stance | en_US |
| dc.subject | Corpus-based analysis | en_US |
| dc.subject | Hyland’s stance and engagement model | en_US |
| dc.title | Linguistic markers of stance in essay writing: a corpus-based study of EFL student writing | en_US |
| dc.type | Book chapter | en_US |
| Appears in Collections: | Department of Humanities and Social Sciences | |
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