‘As we all know’: Examining Chinese EFL learners' use of interpersonal grammatical metaphor in academic writing

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...