Moral outrage or mere possibility? An exploration of epistemic versus deontic stance in reading-to-write argumentation

Within the context of multilingualism, there has been burgeoning research interest in interlanguage varieties. This corpus‐based study investigated structural and functional variations in phrase frames (p‐frames) in argumentative writing by English as a Foreign Language (EFL) learners from Arabic, German, Hindi, and Chinese language backgrounds. P‐frames, recurrent non‐contiguous co‐selection units within texts, were automatically extracted, manually filtered, and analyzed for variability, predictability, and discourse function. The results revealed learners’ shared reliance on prompt‐related p‐frames as well as potential L1 influence on specific p‐frames. German learners displayed the lowest degree of flexibility and creativity, while Hindi learners exhibited the highest. Chinese and Arabic learners demonstrated moderate levels, falling between the two extremes. Statistically significant differences in p‐frame tokens across functional categories were observed in all groups. This study contributes to a nuanced understanding of phraseological competence in EFL learners from different L1 backgrounds and holds pedagogical implications for the globalized educational landscape.

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Moral outrage or mere possibility? An exploration of epistemic versus deontic stance in reading-to-write argumentation

Cited by 3 publications

References 27 publications

Epistemic modality in upper elementary students’ argument writing: a feature of argumentation

Epistemic modality in upper elementary students’ argument writing: a feature of argumentation

What does it mean to construct an argument in academic writing? A synthesis of English for general academic purposes and English for specific academic purposes perspectives

Variation in phrase frame structure and function in argumentative writing by EFL learners across different L1 backgrounds

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