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 The challenges of Vietnamese university students in the construction of evaluative meanings
Tác giả hoặc Nhóm tác giả: Đinh Thanh Liêm
Nơi đăng: Báo cáo tại hội nghị Australian Applied Linguistics Association; Số: 0;Từ->đến trang: 0;Năm: 2018
Lĩnh vực: Ngôn ngữ; Loại: Báo cáo; Thể loại: Quốc tế
TÓM TẮT
ABSTRACT
The ability to use evaluative language to engage with the reader is recognised as a significant element contributing to more or less persuasive arguments and therefore, ultimately, the success of a written argument (Wu Siew & Allison, 2005). The construction of a well-formulated argumentative text involves a strategic and effective management of the writer’s individual perspective and the existence of other perspectives. Within a contested knowledge space, writers must be able to argue for the credibility of their own position towards an issue. This is often conveyed by evaluative resources for construing the writer’s opinion or evaluation of propositions in relation to other assumed positions. However, the ability to manage multiple viewpoints poses a significant challenge to student writers, especially those who learn English as a Foreign Language. This paper reports on some preliminary findings from my PhD study that examines the challenges encountered by Vietnamese EFL university students in relation to the construction of evaluative meanings. My analysis is informed by aspects of the engagement framework developed within the theoretical foundation of Systemic Functional Linguistics (Halliday & Matthiessen, 2013) with a focus on identifying the patterns of evaluative meanings for engaging with other perspectives. The findings suggest that the students demonstrate a limited control of resources for engaging with others. This is evident in their heavy reliance on common-sense everyday experiences and their prior knowledge as a valid form of evidence to support a claim. These findings have important implications for how teachers may apprentice the students into argumentation which is crucial for academic success.
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