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Cassi L. Liardét
Macquarie University
10Publications
3H-index
35Citations
Publications 10
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#1Cassi L. Liardét (Macquarie University)H-Index: 3
#2Sharyn Black (UNSW: University of New South Wales)
Abstract A key feature of academic texts is the heteroglossic interaction that occurs between the writer and the experts he/she references. When integrating outside experts into their texts, writers often employ integral, author prominent reporting structures, selecting reporting verbs (RVs) to evaluate the veracity and merit of the propositions. This paper examines EAL and English L1 learners’ RV use and compares it with that of experts, providing a corpus-assisted, comparative analysis. It fur...
#1Cassi L. Liardét (Macquarie University)H-Index: 3
#2Sharyn Black (UNSW: University of New South Wales)
Last.Vani Sharren Bardetta (Hodges University)
view all 3 authors...
Abstract Measures of formality have historically been linked to the spoken-written language continuum; however, modern communication increasingly employs the written mode using different degrees of informality (e.g., emails, text messages, etc.). While allowances are made for these varied genres and registers, the use of informal expression in the written mode often impacts the quality of academic discourse. The present study aims to map the linguistic features of formality to describe this elus...
#1Leigh McDowell (Nara Institute of Science and Technology)H-Index: 1
#2Cassi L. Liardét (Macquarie University)H-Index: 3
Abstract The importance of English in the professional lives of multilingual scholars worldwide has been well documented in recent decades. While the various challenges that ensue have been a central focus in the field of English for Research Publication Purposes (ERPP), these experiences vary across multilingual scholars, leaving scope for more nuanced investigations into specific populations. This paper examines Japanese materials scientists' experiences with English as a professional language...
Abstract This article investigates Chinese EFL learners' use of evaluation and stance in academic texts by exploring their deployment of interpersonal grammatical metaphors (IGM), a construct mapped within Systemic Functional Linguistics (SFL; Halliday, 1985; e.g., I believe, it is evident , etc.). The data is drawn from the Chinese Longitudinal Learner Corpus (CLLC), a two-year diachronic study into university learners' development of academic literacy (Liardet, 2014a). When examining IGM, it i...
Abstract This article presents an elaborated framework for mapping learners' development of nominalizations , one prominent realization of the linguistic resource, grammatical metaphor (Halliday, 1993; Martin, 2008). The framework emerges from a larger, corpus-assisted analysis of the Chinese Longitudinal Learner Corpus (CLLC), 520 Chinese learner texts collected during the students' first four semesters of university (Liardet, 2013b, 2014, 2015). Over the past few decades, SFL research has prov...
Abstract This paper presents a systematic analysis of ten first-year university learners' texts. The texts are exposition essays written at the conclusion of the students' first semester of university study and collected as part of the Macquarie University Longitudinal Learner Corpus (MQLLC). The MQLLC is a longitudinal corpus that follows learners from their first year Academic Communication (AC) unit throughout their tertiary careers. These units are taught using a scaffolded, genre-based peda...
The conversation regarding referencing often focuses on punitive measures to respond to plagiarism rather than developing appropriate citation practices. Students are required to reference established scholars; however, as learners developing their 'academic voice', many struggle to effectively synthesise the evidence into their arguments. The aim of this study is to investigate how students in an undergraduate academic communication unit integrate evidence using various voice markers (i.e., dir...
Abstract This article discusses the semiotic resources of incongruence that Chinese English as a Foreign Language (EFL) learners use when writing academic texts. Using Systemic Functional Linguistics (SFL) as the theoretical framework, this study examines a cross-sectional sampling of Chinese EFL learners’ deployment of grammatical metaphor (GM), a key linguistic resource for achieving academic discourse. Although GM occurs across languages, most research focuses on its use in English among firs...
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