Abstract:
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.
Machine summary:
A Comparative Study of Attitudinal Language Employed by English and Persian Writers in Academic Writing Reza Banari", Ali Bardide2, Anahita Bordbar3 'Department of TEFL, Baglunalek Branch, Islamic Azad University, Baghmalek, Iran 2 Academic Center of Education, Culture & Research (ACECR), Khouzestan Branch, Khouzestan, Iran 3SAMA Technical and Vocational Training College, Islamic Azad University Ahvaz Branch, Ahvaz, Iran Abstract 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.
In this regard, textbooks have received considerable attention in the area of academic 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 (Najafisarem, Hamidi, & Malunoudie, 2013; Yaghoubi, Nezhad, & Atarodi, 2013), and institutes' textbooks (Sahragard, Rahimi, Zaremoayeddi, 2008; Nasiri & Ahmadi, 2011).
Based on the attitude system proposed by Martin and White (2005), the aim of the present study is to realize how this system is applied for constructing an evaluative discourse in the formation of English and Persian textbooks in the discipline of applied linguistics.
In relation to examining two categories of the appraisal framework, Jalilifar, Hayati, and Mashhadi (2013) examined the introductions of 80 ELT research articles written by Iranian and international writers of English in terms of attitude and graduation resources to realize that how evaluative resources are applied in the process of knowledge construction.