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A corpus analysis of stance and engagement in written lesson observation feedback
Author(s)
Date Issued
2017
Citation
Kwan, Y. H. (7 Dec 2017). A corpus analysis of stance and engagement in written lesson observation feedback. The International Conference on ESP, New Technologies and Digital Learning, The Hong Kong Polytechnic University.
Type
Conference Paper
Abstract
In educational discourse, providing feedback to learners is a common practice which has attracted
considerable attention in the ESP literature. Previous discourse analytic studies have usefully applied
different theoretical frameworks such as genre analysis to examine the ways feedback was given in
academic and professional settings. This paper, with reference to Hyland’s (2005) model of interaction,
analyses a self-complied corpus of written lesson observation feedback to investigate the interactional
resources deployed by four teacher educators to achieve interaction with teacher trainees in teaching
practice supervision. Findings from the present study show that these trainers tend to communicate
feedback using two stance features, with attitude markers (e.g., evaluative lexis) being the most
popular type which is used to assess trainees’ teaching performance. The high frequency of attitude
markers is followed by hedges especially modals, which serve to mitigate critical feedback. Besides
the expression of stance via attitude markers and hedges, three engagement features were identified
from the corpus, namely reader pronouns (e.g., the second person pronouns you and your), directives
(e.g., the obligation modal should and imperative clauses) and rhetorical questions. These engagement
features appear to serve three respective functions, i.e., to address trainees directly, to instruct or
remind trainees, and to stimulate trainees’ critical reflection on their teaching. It is hoped that these
findings will not only add to the existing literature on metadiscourse, but also enhance our
understanding of how various lexico-grammatical resources can be utilised to express stance and
engagement in written commentary.
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