Abstract
Based on the genre analysis approach, this study examines the consistency of epistemic stance information in the English and Chinese abstracts of 100 dissertations written by CSL (CSL) learners using the stance analysis framework proposed by Biber et al. (1999). It was found that the English-Chinese abstracts of dissertations written by CSL learners showed a similar structure of macro-moves. In terms of overall frequency, there are more awareness stance markers in Chinese abstracts than in English abstracts, but there are different degrees of non-consistency among the six categories of stance markers in each discourse move, which affects the credibility of the abstracts to a certain extent. This study aims to improve the awareness of CSL learners of epistemic stance markers, enhance their awareness of stance construction in cross-linguistic academic discourse, and improve the quality of their cross-language academic abstract writing.
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