@article{Chung_Bui_Crosthwaite_2021, title={Evaluative stance in Vietnamese and English writing by the same authors: A corpus-informed appraisal study}, volume={10}, url={https://ricl.aelinco.es/index.php/ricl/article/view/169}, DOI={10.32714/ricl.10.01.01}, abstractNote={<p><em>Appraisal</em> theory (Martin and White 2005), an approach to discourse analysis dealing with evaluative language, has been previously employed in analysing newspaper articles and spoken discourses in several earlier studies, although it is gaining in popularity as a framework for comparing first and second (L1/L2) writing. This study investigated 40 English majors’ Vietnamese and English paragraphs for evaluative language, a key component of successful academic writing, as realised under <em>Appraisal </em>theory. To this purpose, we collected L1 Vietnamese and L2 English data from the same student writers across the same topics and using a corpus-informed Contrastive Interlanguage Analysis approach to the annotation and analysis of <em>appraisal</em>. A range of commonalities were present in the use of <em>appraisal</em> across the two language varieties, while the results also suggest significant differences between students’ evaluative expressions in Vietnamese as a mother tongue and English as a second or foreign language. This variation includes the comparative under- and over-use of specific <em>appraisal</em> resources employed in L1 and L2 writing respectively, in particular, regarding writers’ employment of attitudinal features. The findings serve to inform future pedagogical applications regarding explicit instruction in stance and <em>appraisal </em>features for novice L2 English writers in Vietnam.</p&gt;}, number={1}, journal={Research in Corpus Linguistics}, author={Chung, Tieu-Thuy and Bui, Luyen-Thi and Crosthwaite, Peter}, year={2021}, month={Jan.}, pages={1-30} }