Edited By Ciler Hatipoglu, Erdem Akbas and Yasemin Bayyurt
Taking metadiscourse as their starting point, the contributions to this edited volume focus both on the interactive and cross-cultural aspects of written texts from varying genres. Using rich and innovative data collection and analysis methods, comparing and contrasting patterns in frequently studied (English, Japanese) with understudied (Turkish, Russian/Ukrainian) languages, and relating empirical data to a web of theoretical frameworks, the articles in this book clearly display the variety, complexity and multiplicity of metadiscoursal analysis of written texts. The volume aims to substantially advance our understanding of the communicative nature of written texts and contributes to the advancement and expansion of researchers’ interests in this field.
Analysis of Stance in the Writing of Non-native Speaker University Students in Business Communication (Neda Akbari)
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Analysis of Stance in the Writing of Non-native Speaker University Students in Business Communication
Abstract: This study draws on the Appraisal framework and on the concept of text orientation to investigate the linguistic resources Russian/Ukrainian-speaking undergraduate students use to project their stance when writing business letters in their foreign language (English). It also investigates whether there is a difference between high-grade (HG) and low-grade (LG) students with respect to the type and frequency of linguistic resources they use to project stance. The findings reveal that, in general, to express their stance, these students make a more frequent use of impersonal subjects, you and we pronouns, Judgement+, Appreciation+, [T-Affect]+, [T-Affect]-, and [T-Judgement]+ than of any other resources. The resources they use assist them in building good will in their interpersonal communication with the audience. The study also reveals that in Letter 1 (a letter containing negative information), HG students use I and [T-Judgement]- less frequently but rely on Appreciation+ more frequently than the LG group. In Letter 2 (a persuasive letter), HG students use impersonal subjects, you pronouns, [T-Affect]+, Judgement+, [T-Judgement]+, and Appreciation+ more frequently but [T-Affect]- less frequently than LG students. These findings suggest that in writing business letters, LG students take an unnecessarily direct and subjective stance that portrays a negative image of the writer and the situation, while HG students appraise the situation more objectively and more positively. The findings are further...
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