Evidentiality and the construction of writer stance in native and non-native texts

Neff, JoAnne; Dafouz, Emma; Díez, Mercedes Díaz de Cerio; Martinez, Francisco; Prieto, Rosa; Rica, Juan Pedro

doi:10.1075/sfsl.49.16nef

Cited by 9 publications

(6 citation statements)

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“…By groups, the native speakers preferred both may and would , while the non-native opted for can . These findings match other research on modal use by native and non-native speakers in EFL contexts (see Neff et al ., 2004); they also stress the particular problems that epistemic meanings pose for non-native speakers, and the lack of attention that language teaching materials pay to such a pragmatically complex phenomenon.…”

Section: Stance In University Lecturessupporting

confidence: 92%

Analysing Stance in a CLIL University Context: Non-native Speaker Use of Personal Pronouns and Modal Verbs

Dafouz

Núñez

Sancho

2007

International Journal of Bilingual Education and Bilingualism

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In recent years, many European countries have witnessed a rapid implementation of the CLIL approach at tertiary level. In Spain, although English has been introduced as the language of instruction in some master and doctoral courses, the application of the CLIL approach is still isolated. Similarly, little research has been done into CLIL discursive features and teacher student positioning in the Spanish university context. Focusing on university lectures by non-native speakers, the present paper explores the use of two relevant areas of stance: (i) pronominal forms, and their discursive functions; and (ii) modal verbs occurring within verbal clusters that accompany pronouns. The study is based on a quantitative analysis of these two linguistic devices in terms of number of occurrences and frequency. The results show that inclusive we is by far the most frequent pronominal form, functioning as a solidarity mechanism and helping to establish common ground. Furthermore, the functions assigned to the two most recurrent modal verbs, can and have to, are found to minimise also the speaker’s authority while inserted within a problem-solving framework and guiding the steps of scientific reasoning. doi: 10.2167/beb464.

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Section: Stance In University Lecturessupporting

confidence: 92%

Analysing Stance in a CLIL University Context: Non-native Speaker Use of Personal Pronouns and Modal Verbs

Dafouz

Núñez

Sancho

2007

International Journal of Bilingual Education and Bilingualism

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“…Neff et al (2003) showed that writers with an L1 Romance mother tongue relied heavily on we + modal verb + verb of mental/verbal process clusters, which correspond closely to Romance languages' use of the first person plural to address readers. In a follow-up study, Neff et al (2004) partly explained Spanish speakers' use of we must + a reporting verb with an illocutionary force as a transfer from Spanish, in which the deontic verb deber can mean either must or should. More recently, Neff van Aertselaer (2008) hypothesized that Spanish expert and novice writers' preference for passive structures in the present tense when they are writing in English probably reflects a transfer of Spanish discourse strategies, that is, a translation of Spanish se impersonal passive phrases, for example, it is said (Es.…”

Section: The Impact Of the Learner's Mother Tonguementioning

confidence: 99%

Formulaic Language in Learner Corpora

Paquot¹,

Granger²

2012

Ann Rev Appl Linguist

255

121

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Formulaic language is at the heart of corpus linguistic research, and learner corpus research (LCR) is no exception. As multiword units of all kinds (e.g., collocations, phrasal verbs, speech formulae) are notoriously difficult for learners, and corpus linguistic techniques are an extremely powerful way of exploring them, they were an obvious area for investigation by researchers from the very early days of LCR. In the first part of this article, the focus is on the types of learner corpus data investigated and the most popular method used to analyze them. The second section describes the types of word sequences analyzed in learner corpora and the methodologies used to extract them. In the rest of the article, we summarize some of the main findings of LCR studies of the learner phrasicon, distinguishing between co-occurrence and recurrence. Particular emphasis is also placed on the relationship between learners’ use of formulaic sequences and transfer from the learner's first language. The article concludes with some proposals for future research in the field.

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“…Special care will thus be taken to interpret results in the light of genre analysis, as differences between student essays and expert writing may simply reflect differences in their communicative goals and settings (cf. Neff et al 2004).…”

Section: Table 1 About Herementioning

confidence: 99%

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Gilquin

Paquot²

2008

ETC

128

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The study reported on in this paper uses corpus data in order to examine how upper-intermediate to advanced EFL learners from a wide range of mother tongue backgrounds perform a number of rhetorical functions particularly prominent in academic discourse, and how this compares with native academic writing. In particular, it is shown that one of the problems experienced by EFL learners is that they tend to use features that are more typical of speech than of academic prose, which suggests that they are largely unaware of register differences. Four possible explanations are offered to account for this register confusion, namely the influence of speech, L1 transfer, teaching-induced factors and developmental factors.

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Evidentiality and the construction of writer stance in native and non-native texts

Cited by 9 publications

References 0 publications

Analysing Stance in a CLIL University Context: Non-native Speaker Use of Personal Pronouns and Modal Verbs

Analysing Stance in a CLIL University Context: Non-native Speaker Use of Personal Pronouns and Modal Verbs

Formulaic Language in Learner Corpora

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