I believe that or It is argued that: a learner-corpus investigation of the usage and perception of authorial presence and reporting verbs in academic argument

Abstract

While learner corpora can be useful in language teaching and the design of teaching materials (Flowerdew, 2001; Gilquin et al., 2007), little research has been dedicated to its application in helping novice writers to improve their argument through an interplay of different linguistic resources in academic writing. This study seeks to explore the difference in the usage and perception of reporting verbs along a continuum of authorial power between less proficient Chinese EFL students in Hong Kong and their native-speaking counterparts in the UK. Drawing on a revised averral framework by Charles (2006), the reporting verb taxonomy by Hyland (2002), and the British Academic Written Corpus, a comparative analysis was undertaken on approximately 600 written assignments and perception-eliciting questionnaires by Chinese EFL students in conjunction with student and teacher interviews. Findings will be revealed with respect to students’ understanding of academic argument, perception of writer identity and sensitivity towards different reporting verbs. Teaching recommendations will also be offered with examples in the learner corpora.