A Corpus-Based Comparative Study of Generality in Chinese EFL Students’ and International Scholars’ Stance in Academic Writing

Abstract

AbstractAuthorial stance has attracted increasing attention in the study of second language writing. Many studies have focused on certainty in students’ academic writing, but little attention has been paid to generality in students’ academic stance. Employing a corpus-based approach, this study investigates features of generality in Chinese EFL students’ stance in academic writing through comparison with the writing of international scholars. Results show that the Chinese EFL students employed significantly more generalization markers than international scholars in their academic writing, while the international scholars used more qualified generalizations. Moreover, clear differences in the focus of generalization markers and in the distribution of qualified generalizations were found, though the two groups exhibit similar tendencies in the functions of these generalization features. The findings suggest that Chinese EFL students tend to generalize their claims to a larger scope in order to make their academic writing more persuasive, leaving an impression of exaggeration and overstatement, whereas international scholars are more likely to restrict the use of generality markers in their academic writing, making more circumscribed claims. The results have practical and pedagogical implications for second language academic writing instruction.