EFL Doctoral Students' Conceptions of Authorial Stance in Academic Knowledge Claims and the Tie to Epistemic Beliefs

Autor/inn/en	Chang, Peichin; Tsai, Chin-Chung
Titel	EFL Doctoral Students' Conceptions of Authorial Stance in Academic Knowledge Claims and the Tie to Epistemic Beliefs
Quelle	In: Teaching in Higher Education, 19 (2014) 5, S.525-542 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2014.880682
Schlagwörter	English (Second Language); Second Language Learning; Graduate Students; Student Attitudes; Epistemology; Authors; Social Sciences; Science Education; Learning Processes; Academic Discourse; Foreign Countries; Interviews; Semi Structured Interviews; Discourse Analysis; Coding; Audience Awareness; Writing (Composition); Writing for Publication; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Erkenntnistheorie; Author; Autor; Autorin; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Naturwissenschaftliche Bildung; Learning process; Lernprozess; Discourse; Diskurs; Ausland; Interviewing; Interviewtechnik; Diskursanalyse; Codierung; Programmierung; Schreibübung
Abstract	Taking an effective authorial stance in research argumentation has been designated as both vitally important and challenging. The study investigated English as a foreign language (EFL) doctoral students' conceptions of authorial stance, the role of domains in affecting their conceptions, and the ties of the conceptions to the participants' epistemic beliefs, given that both assume a continuum of parallel values (from absolutist perspectives/assertive claims to evaluatist perspectives/tentative claims). Twenty EFL doctoral students were recruited from two disciplines, social science and pure science, for interviews and the judgment of texts. The results revealed that, while more often the participants discussed stance relevantly from a linguistic angle, their conceptions were rather superficial and polarized. Their conceptions were also affected by their disciplinary assumptions. Their epistemic beliefs, however, were quite mature, incompatible with their imprecise conceptions of stance, which may be used to novice research writers' advantage to inform and guide their learning of authorial stance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10