Expression of Epistemic Stance in EFL Chinese University Students' Writing

Autor/in	Chen, Zhenzhen
Titel	Expression of Epistemic Stance in EFL Chinese University Students' Writing
Quelle	In: English Language Teaching, 5 (2012) 10, S.173-179 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Contrastive Linguistics; Second Language Learning; Language Proficiency; Essays; Native Speakers; Persuasive Discourse; Asians; Chinese; Epistemology; College Students; English (Second Language); Second Language Instruction; Majors (Students); Language Tests; Grammar; Foreign Countries; Comparative Analysis; China + Suchen Sie Ihr Suchwort? Linguistics; Kontrastive Linguistik; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Essay; Aufsatzunterricht; Muttersprachler; Persuasion; Persuasive Kommunikation; Asian; Asiat; Asiatin; Asiaten; Asiate; China; Chinesen; Erkenntnistheorie; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language test; Sprachtest; Grammatik; Ausland
Abstract	This paper reported findings on a contrastive analysis of epistemic expressions in argumentative essays between NS and NNS Chinese L2 writers. Based on an examination of a NS corpus and a NNS learner corpus across four proficiency levels, the study shows there is great similarity in the total number of epistemic devices used per thousand words between the NS and NNS university students' written texts. However, the NNS were found to use a restricted range of epistemic items to express epistemic modality and their written texts were marked by strong, unwarranted assertions compared with those of NS students. The study suggested there seems to be an improvement in selecting an appropriate level of commitment to the propositions being expressed with the increase in the students' proficiency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01