英语论文网

istics,  such  as  conversation analysis (Local and Walker 2008), linguistic anthropology (Kockelman 2004), and interactional sociolinguistics  (Clift  2006;  Kiesling  2001).  When  they  talk,  people  constantly  make  claims, encode  attitudes  and  express  evaluations  towards  the  topic  of  their  talks.  These  talks  and evaluations are referred to stance. In addition to communicating propositional content, speakers and  writers  commonly  express  personal  feelings,  attitudes,  judgments,  value,  or  assessments, thus, they expressing a “stance” (Biber et al. 1999). According to Biber et al. (1999), stance can be  expressed  in  many  ways,  including  paralinguistic  devices,  non-linguistic  devices, grammatical devices as well as word choices. Paralinguistic devices can be used to express personal stance, such as loudness, pitch and tone.  Non-linguistic  devices,  however,  such  as  body  poses  and  gestures,  can  also  be  used  to express stance.  However, paralinguistic devices  and non-linguistic devices are not available in writing. Thus, writers express stance meaning by using either grammatical or lexical means.  Grammatical stance devices are the most commonly used, usually expressing stance in the third person, or in subjective mood, etc. Concerning grammatical stance markers, two common types are adverbials and complement clauses with verbs and adjectives. 
.........

Chapter Three   Research Methodology .... 19
3.1 Introduction ......... 19 
3.2 Research Questions ...... 19 
3.3 Research Subjects ......... 19 
3.4 Research Methods and Instruments ......... 20 
3.5 Research Procedures ..... 20 
3.6 Data Collection and Analysis ......... 24
3.7 Summary ..... 24 
Chapter Four   Results Analysis and Discussion ..... 26 
4.1 Introduction ......... 26 
4.2 The Effect of Explicit & Implicit Instruction on EFL...... 26 
4.3 Individual Differences in the Use of Epistemic Stance Markers ........ 30 
4.4 Summary ..... 34 
Chapter Five   Conclusion ..... 35
5.1 Introduction ......... 35 
5.2 Major Findings .... 35 
5.3 Pedagogical Implications and Suggestions....... 36
5.4 Limitations and Directions for Future Research ........ 38 
5.5 Summary ..... 39 

Chapter Four   Results Analysis and Discussion 

4.1 Introduction

This  study  is  an  experimental  one,  focusing  on  a  comparison  of  the  effect  of  explicit  and implicit  instruction  on  EFL  learners'  use  of  epistemic  stance  markers,  based  on  the  previous study findings, guided with Krashen’s Input Hypothesis and Schmidt’s Noticing Hypothesis as the theoretical foundation, adopting a combination of qualitative and quantitative methods. The whole experiment lasts four months and the data of the experiment is 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。