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Cassi L. Liardét
Macquarie University
PsychologyPedagogyMetaphorSystemic functional linguisticsLinguistics
11Publications
4H-index
45Citations
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Publications 12
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#1Cassi L. Liardét (Macquarie University)H-Index: 4
#2Sharyn Black (UNSW: University of New South Wales)H-Index: 1
Abstract When writing academic texts, students often struggle with the nuances of cohesion, formality and conciseness. To realize these features, research has identified a powerful linguistic resource: grammatical metaphor (GM). Although GMs, and their most popular form, nominalizations, are critical for producing the language valued in academic contexts, there are few models for teaching them. This paper presents an accessible exploration of GM, providing a model for teaching this valuable reso...
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#1Leigh McDowell (Nara Institute of Science and Technology)H-Index: 1
#2Cassi L. Liardét (Macquarie University)H-Index: 4
Abstract The global rise in academic scholarship and pressure to publish in high-impact English-medium journals has led to an increased focus on multilingual scholars and the obstacles they face when communicating across academic and professional domains. Although preparing research for scholarly publication is challenging for most academics, multilingual scholars face the added demands of communicating their work in a foreign language. As one of the largest producers of scientific publications ...
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#1Cassi L. Liardét (Macquarie University)H-Index: 4
#2Sharyn Black (UNSW: University of New South Wales)H-Index: 1
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...
1 CitationsSource
#1Cassi L. Liardét (Macquarie University)H-Index: 4
#2Sharyn Black (UNSW: University of New South Wales)H-Index: 1
Last. Vani Sharren Bardetta (Hodges University)
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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...
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#1Leigh McDowell (Nara Institute of Science and Technology)H-Index: 1
#2Cassi L. Liardét (Macquarie University)H-Index: 4
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...
3 CitationsSource
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...
3 CitationsSource
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...
4 CitationsSource
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...
9 CitationsSource
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...
#1Cassi L. LiardétH-Index: 4
4 Citations
12