THE DEPLOYMENT OF THE LANGUAGE OF EVALUATION IN ENGLISH AND VIETNAMESE SPOKEN DISCOURSE - Thu Ngo
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The current study aims at examining the deployment of Appraisal (or evaluative language) resources by Vietnamese graduate students in Australia both in their mother tongue and in English when they participate in discussions related to popular academic topics.
The study first examined the most commonly occurring features in the evaluative language that Vietnamese students use in their English and Vietnamese discussions, then tried to figure out what features are common between the use of the two languages and what features are distinctive.
By doing this, the research will contribute to developing an account of linguistic systems for expressing evaluation in conversations in Vietnamese, and at the same time provide a description of the repertoires of linguistic resources for expressing evaluation in Vietnamese and English by Vietnamese postgraduate students in Australia. Along with examining the language of evaluation produced by Vietnamese students in their English and Vietnamese conversations, the research will also aim at comparing the system of linguistic resources for expressing evaluation in English (developed by Martin and White (2005) and other authors) with the system of linguistic resources for expressing evaluation in Vietnamese (developed from this research). The analysis of the differences in the systems of the two languages and the repertoires of the speakers on both languages will extend the theorizing of linguistic systems for expressing evaluation beyond its current hegemonic empirical base in English. It will as well provide a linguistic basis to inform the inclusion of linguistic resources for evaluation in English as a Foreign/Second Language (EFL/ESL) programs for Vietnamese students. The focus of the study then emphasizes extending the current theorization of Appraisal and the implications of this theorization to enhanced teaching of the resources of evaluation in English as a Foreign/Second Language programs. As a corollary, the research also has the potential to inform the design of marking criteria for English Proficiency Tests as a means of addressing studentsa?? ability to participate in dialogic evaluation and contestation.
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Supervisors supervising this project
|Professor Leonard Unsworth||Principal Supervisor|
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