Authorial presence in L1 and L2 novice academic writing: Cross-linguistic and cross-cultural perspectives
Abstract
This study involved a corpus-based textual analysis of authorial presence markers in the argumentative essays of Turkish and American students. Utilising Hyland's interactional metadiscourse model (2005a) as the analysis framework, it aimed to compare the features of stance in L1 and L2 essays by Turkish learners of English with those in essays by monolingual American students. Also, discourse-based interviews with ten students contributed to an...
Paper Details
Title
Authorial presence in L1 and L2 novice academic writing: Cross-linguistic and cross-cultural perspectives
Published Date
Dec 1, 2015
Volume
20
Pages
192 - 202
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