| 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 |