Abstract

Inspired by appraisal theory, the current study looked into the effect of using evaluative language on high- and low-graded post-graduate students’ academic writing in an EFL context across male and female groups. Participants were 60 MA students of TEFL who were randomly assigned to experimental (n = 30) and control (n = 30) groups. Attitudinal and Graduation resources of evaluative language were taught to raise the students’ critical stance in academic writing. Conventional writing instruction was provided for the control group. The writing pre- and post-test was the main instrument in order to investigate the difference between the students’ performance in the study groups. Findings revealed that evaluative language could significantly result in increasing the post-graduate students’ academic writing ability, while no significant difference was resulted between the male and female groups. High-graded students were also found to act significantly better than the low-graded ones in writing academically. The results of the study revealed that evaluative language can contribute to the post-graduate students’ possessions of critical stance in writing academically, which helps the writer to make a dialogic interaction with the reader.

摘要

受到评估理论的启发，当前的研究探讨了使用评估语言对男女两性在EFL语境中对高和低年级研究生的学术写作的影响。参加者是60名TEFL的MA学生，他们被随机分为实验组（n = 30）和对照组（n = 30）。教学评估语言的态度和毕业资源，以提高学生在学术写作中的批判性立场。为对照组提供了常规的写作指导。写作前和后测是主要的工具，目的是调查学生在学习小组中的表现之间的差异。研究结果表明，评价性语言可以显着提高研究生的学术写作能力，男性和女性组之间没有显着差异。高分学生在学术写作方面的表现也明显好于低分学生。研究结果表明，评价性语言可以促进研究生在学术写作中的批判态度，这有助于作者与读者进行对话交流。