Epistemological and interpersonal stance in a data description task : findings from a discipline-specific learner corpus
Wharton, Sue. (2012) Epistemological and interpersonal stance in a data description task : findings from a discipline-specific learner corpus. English for Specific Purposes, Vol.31 (No.4). pp. 261-270. ISSN 1873-1937
WRAP_Wharton_Wharton English for Specific Purposes prepublication version.pdf - Accepted Version
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Official URL: http://dx.doi.org/10.1016/j.esp.2012.05.005
This article examines the stance options used by writers responding to a data description task in the discipline of Statistics. Based on a small learner corpus, it uses inductive qualitative content analysis to explore both the content propositions that students included in their writing, and the ways in which they expressed evaluative stance vis-à-vis such propositions. In the light of an interview with a specialist informant, the article discusses the appropriacy of the content choices and stance options taken by students. It then discusses the potential exploitation of the learner corpus for pedagogic purposes.
|Item Type:||Journal Article|
|Subjects:||P Language and Literature > P Philology. Linguistics|
|Divisions:||Faculty of Social Sciences > Centre for Applied Linguistics|
|Library of Congress Subject Headings (LCSH):||Academic writing, Statistics -- Sudy and teaching (Higher), Statistics -- Analysis|
|Journal or Publication Title:||English for Specific Purposes|
|Page Range:||pp. 261-270|
|Access rights to Published version:||Restricted or Subscription Access|
Aston, G. (2000). Corpora and language teaching. In L. Burnard & T. McEnery (Eds.), Rethinking language pedagogy from a corpus perspective: Papers from the third international conference on teaching and language corpora. (pp. 7-17). Hamburg: Peter Lang.
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