خلاصة:
Academic writing might incorporate evaluative strategies with the aim of construing and registering attitudinal positionings of writers towards other people, objects, and state of affairs included in the texts, and has been the area of investigation from different perspectives. One of these perspectives has been the way that determines attitudinal assessments in the rhetorical formation of textbooks. Thus, this study is done in order to explore and explain the way that language is employed by writers to project their attitudinal assessments of objects and entities, and also to clarify how authors apply evaluative stance to establish their presence. In this regard, four texts of applied linguistics writers, two Persian and two English, were selected and then analyzed on the proposed framework of the appraisal by Martin and White (2005), particularly the one which is about attitude. Results showed that writers were disinclined to express their feelings and judge people as affect and judgment in construing their arguments; however, they showed marked preference for coding attitude as appreciation which is concerned with positive and negative assessments of objects.
ملخص الجهاز:
To this end, four texts of applied linguistics writers, two Persian and two English, were selected and then analyzed on the proposed framework of the appraisal by Martin and White (2005), particularly the one which is about engagement.
As far as textbooks have been considered as the salient and essential aspect of educational settings; therefore, they have been the focal area of investigation under various topics including EAP textbooks (Barzegar & Hemmati, 2014; Jianbin & Fang, 2013), ESL/EFL textbooks (Miekley, 2005; Tok, 201; Rashidi & Kehtarfard, 2014; ), ESP course-books (Najafi Sarem, Hamidi, & Malunoudie, 2013; Yaghoubi Nezhad & Atarodi, 2013), and institutes' textbooks (Sahragard, Rahimi, Zaremoayeddi, 2008; Nasiri & Alunadi, 2011 ).
It has become an increasingly fascinating area of research under various labels as evidentiality (Chafe & Nicholas, 1986), hedging (Hyalnd, 1998; Salager & Meyer, 1994), evaluation (Hunston, 1994; Hunston & Thompson 2000), appraisal (Martin, 2000; Martin & Rose 2003; Martin & White, 2005), point of view (Simpson, 1993),and metadiscourse (Crismore, 1989; Hyland & Tse, 2004).
Based on the engagement system proposed by Martin and White (2005), the aim of the present study, therefore, is to provide readers with an insight into the role, effect, and employment linguistic resources which dialogistically signal the negotiation of writers and readers in the formation of Persian and English textbooks.
One of the determining resources in academic writing is entertain which according to Martin and White (2005) has been studied under labels as epistemic modality (Palmer, 1998) and evidentiality (Chafe & Nichols, 1986).