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Download Free PDFEvaluative stance in Vietnamese and English writing by the same authors: A corpus-informed appraisal studyPeter CrosthwaiteTieu-Thuy Chung

2021, Research in Corpus Linguistics

https://doi.org/10.32714/RICL.10.01.01visibility

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Abstract

Appraisal theory (Martin and White 2005), an approach to discourse analysis dealing with evaluative language, has been previously employed in analysing newspaper articles and spoken discourses in several earlier studies, although it is gaining in popularity as a framework for comparing first and second (L1/L2) writing. This study investigated 40 English majors' Vietnamese and English paragraphs for evaluative language, a key component of successful academic writing, as realised under Appraisal theory. To this purpose, we collected L1 Vietnamese and L2 English data from the same student writers across the same topics and using a corpus-informed Contrastive Interlanguage Analysis approach to the annotation and analysis of appraisal. A range of commonalities were present in the use of appraisal across the two language varieties, while the results also suggest significant differences between students' evaluative expressions in Vietnamese as a mother tongue and English as a second or foreign language. This variation includes the comparative under-and over-use of specific appraisal resources employed in L1 and L2 writing respectively, in particular, regarding writers' employment of attitudinal features. The findings serve to inform future pedagogical applications regarding explicit instruction in stance and appraisal features for novice L2 English writers in Vietnam. 1. BACKGROUND In Vietnam, English has increased in prominence as the main foreign language taught in primary, secondary and tertiary institutions. As many second language (L2) learners in other countries, Vietnamese students do not use English for everyday communication outside the classroom, so it does not seem easy for them to master L2 English. Of the four skills, writing has been found to be one of the most difficult for Vietnamese learners to acquire in both Vietnamese as a first language (L1), as well as L2 English, as observed in Bailey (2006: vii) in that such students "often find the written demands of their courses very challenging." For this reason, there is now an increasing amount of research dealing with L2 English writing in both Vietnam and other nearby countries, such as Cambodia,

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Key takeaways

AI

1. This study examines evaluative language in L1 Vietnamese and L2 English writing through Appraisal theory.
2. Forty English majors' writings were compared across two tasks to identify evaluative resources.
3. L1 Vietnamese writers displayed more appreciation, while L2 English writers favored judgmental expressions.
4. Significant differences in evaluative expressions revealed both under- and over-use of appraisal resources across languages.
5. Findings inform pedagogical strategies for enhancing evaluative language skills in L2 English learners.

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References (36)

1. vocabulary and structures used between English and Vietnamese versions in the second task apparently indicate that students used attitudinally identical terms (excerpts (55)-(
2. Sau khi đọc đoạn trích, tôi nhận ra vai trò quan trọng [+appreciation] của niềm tin trong cuộc sống. // After reading the excerpt, I realize the important [+appreciation] role belief plays in life. (L1VN)
3. After reading the paragraph below, I notice that belief plays important [+appreciation] role in life. (L2EN)
4. Vì thế, dù bạn đang gặp khó khăn [neutral judgement] hay có những suy nghĩ tiêu cực [-appreciation] thì xin hãy tin rằng ngày mai sẽ tốt hơn [+appreciation] hôm nay. // Hence, although you are struggling [neutral judgement] or have negative [-appreciation] thoughts, please believe that tomorrow will be better [+appreciation than today. (L1VN)
5. Therefore, when you meet difficulties [-appreciation] or have bad [-appreciation] thoughts, please believe that tomorrow is better [+appreciation and force: upscale] than today. (L2EN)
6. 2. Engagement Regarding the first task ('flower'), as illustrated in Table 6, L1 Vietnamese texts contained more heteroglossic resources than monoglossic ones. However, L2 English had slightly more bare assertions than multi-voiced arguments. REFERENCES
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35. Sasaki, Miyuki. 2002. Building an empirically-based model of EFL learners' writing processes. In Gert Rijlaarsdam, Sarah Ransdell and Marie-Laure Barbier eds. New Directions for Research in L2 Writing. Dordrecht: Kluwer, 49-78.
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FAQs

AI

What evaluative language differences exist between L1 Vietnamese and L2 English writing?add

The study reveals that L1 Vietnamese writers tend to employ more appreciation, while L2 English emphasizes behaviour evaluation, showcasing notable shifts in evaluative stance across both languages.

How does appraisal theory apply to L1 Vietnamese and L2 English writing tasks?add

Appraisal theory highlighted significant use of the attitude domain in both L1 and L2 texts, with emotions predominantly expressed by writers in their evaluations.

What role does affect play in evaluative stance across L1 and L2 writing?add

Affect was the most utilized appraisal resource in L1 and L2 English writings, particularly in contexts related to personal experiences and emotional responses.

How do Vietnamese L1 features transfer to L2 English evaluative writing?add

Identical evaluative resources were found in both L1 and L2 texts, indicating positive transfer of appraisal features, particularly when justifying beliefs and assessments.

What methodological approach was taken to analyze the students' writing?add

A corpus-informed approach guided the analysis, focusing on selected samples to scrutinize the use of appraisal theory under the Contrastive Interlanguage Analysis framework.

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