Stancetaking by university students writing in English as a second language/ non-native language / non- native language: A case of students at Solusi University, Zimbabwe

Abstract

The thrust of the study was to investigate the stancetaking strategies by English Second Language (ESL)/ Non‐Native Language learners undertaking undergraduate studies at one university in Zimbabwe. The learners in the study came from a variety of backgrounds but shared one common feature which was the fact that they used English as a Second Language/ Non‐native language/Non‐Native Language. Using a case study approach, the study interviewed these ESL users as well as analysed their essays to establish how the learners used metadiscourse markers to communicate stance. Using insights from Systemic Functional Linguistics (SFL) theory, the study sought to establish how the language of appraisal was used in the learners’ essays. Findings indicate that learners had a superficial appreciation of the academic writing genre and thus failed to use metadiscourse markers or resources of appraisal effectively to communicate stance. Differences were noted in the manner that stance was communicated between different faculties and possible explanations were offered for such findings.Thesis (PhD) -- Faculty of Social Sciences and Humanities, 202