Bibliographic Details
| Title: |
Stance‐Taking in Heritage Language Writing. |
| Source: |
Modern Language Journal (John Wiley & Sons, Inc.). Sep2021, Vol. 105 Issue 3, p679-696. 18p. |
| Subject Terms: |
*Thought & thinking, *Foreign language education, *Discourse, Chinese writing, Pragmatics, Heritage language speakers |
| Abstract: |
This study explored stance‐taking in Chinese heritage language writing. Analysis focused on a prominent stance expression, wo juede 'I think.' Frequency, function, and formulaic usage of wo juede were compared across 3 written Chinese corpora by heritage learners, second language (L2) learners, and native speakers (L1 writers). The analysis revealed distinctive linguistic features and collocational patterns of stance‐taking among the 3 groups. Overall, heritage writers' stance performance was found to be self‐centered and text oriented. They exhibited a strong reliance on wo juede combined with textual organizers such as contrastive or causal conjunctions. In contrast, L1 writers were more reader oriented, exhibiting a strong tendency to combine wo juede with interpersonal devices including attitudinal markers, modal verbs, sentence‐final particles, and question forms. The study also found that heritage writers' stance‐taking performance consistently fell between that of L1 and L2 writers. Findings and pedagogical implications are discussed in light of heritage learner pragmatics and learner agency. [ABSTRACT FROM AUTHOR] |
|
Copyright of Modern Language Journal (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
