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Analysis of Authorial Stance in BA Thesis by EFL Learners in China
DENG Ting, LIU Ying-liang
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DOI:10.17265/2159-5836/2022.03.011
School of Foreign Languages, Wuhan University of Technology, Wuhan, Hubei 430070, China
Based on Hyland’s (2005) framework of stance, this study explored the distribution of authorial stance used by undergraduates in their BA thesis. Through two self-built corpora, the result of the study shows that the use of stance markers in the corpora displays the following sequence: hedges>boosters>attitude markers>self-mentions. Further analysis on each stance marker reveals that undergraduates, as novice academic writers, have some problems with appropriately using stance markers in their academic discourses. The results provide some implications for both student writers and teachers of academic writing.
academic discourses, stance markers, Chinese English-major undergraduates
Journal of Literature and Art Studies, March 2022, Vol. 12, No. 3, 282-288
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