Wharton, S. (2012). Epistemological and interpersonal stance in a data description task: Findings from a discipline-specific learner corpus. English for Specific Purposes, 31, 261-270.
摘要: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-a-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. [Copyright The American University; published by Elsevier Ltd.]
关键词:applied linguistics, language for special purposes, discourse analysis/text linguistics, corpus linguistics, Academic Writing, English for Academic Purposes, Discourse Analysis, Corpus Analysis