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Journal articles on the topic 'Stance taking'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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1

Cowley, Stephen J. "Taking a Language Stance." Ecological Psychology 23, no. 3 (July 25, 2011): 185–209. http://dx.doi.org/10.1080/10407413.2011.591272.

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2

Tullmann, Katherine. "Taking the fictional stance." Inquiry 59, no. 6 (July 28, 2016): 766–92. http://dx.doi.org/10.1080/0020174x.2016.1208924.

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3

Suchecki, Ann. "Taking a Reflective Stance." Schools 2, no. 2 (October 2005): 129–34. http://dx.doi.org/10.1086/589121.

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4

Iwasaki, Shoichi, and Foong Ha Yap. "Stance-marking and stance-taking in Asian languages." Journal of Pragmatics 83 (July 2015): 1–9. http://dx.doi.org/10.1016/j.pragma.2015.04.008.

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Freeman, Valerie, Richard Wright, Gina-Anne Levow, Yi Luan, Julian Chan, Trang Tran, Victoria Zayats, Maria Antoniak, and Mari Ostendorf. "Phonetic correlates of stance-taking." Journal of the Acoustical Society of America 136, no. 4 (October 2014): 2175. http://dx.doi.org/10.1121/1.4899877.

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Chandrasegaran, Antonia, and Kah Mun Clara Kong. "Stance-taking and stance-support in students’ online forum discussion." Linguistics and Education 17, no. 4 (December 2006): 374–90. http://dx.doi.org/10.1016/j.linged.2007.01.003.

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7

Willett, Jerri, and Mary Jeannot. "Resistance to Taking a Critical Stance." TESOL Quarterly 27, no. 3 (1993): 477. http://dx.doi.org/10.2307/3587478.

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8

Ingram, Matthew Bruce, and Madeline M. Maxwell. "A listener’s stance-taking in mediation." Mediation Theory and Practice 2, no. 2 (October 2, 2017): 93–130. http://dx.doi.org/10.1558/mtp.33373.

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9

Journell, Wayne. "Taking a reasoned stance against misinformation." Phi Delta Kappan 102, no. 5 (January 26, 2021): 12–17. http://dx.doi.org/10.1177/0031721721992559.

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The literature on teaching controversial issues offers a framework to help teachers make appropriate judgments about which topics are worthy of deliberation and what information is reasonable to consider in a classroom. Wayne Journell describes four criteria for evaluating the openness of issues, explains why the behavioral criterion is neither feasible or desirable, unpacks the three criteria that the literature has identified as reasonable (the epistemic criterion, the political criterion, and the politically authentic criterion), and then discusses how teachers can make decisions when the criteria disagree.
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XIAO–DESAI, YANG. "Stance‐Taking in Heritage Language Writing." Modern Language Journal 105, no. 3 (August 26, 2021): 679–96. http://dx.doi.org/10.1111/modl.12720.

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11

Burkette, Allison. "Linguistic and object-based stance-taking in Appalachian interviews." Language in Society 45, no. 3 (April 25, 2016): 331–51. http://dx.doi.org/10.1017/s0047404516000063.

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AbstractThis article uses data from interviews conducted in western North Carolina in order to examine the ways in which speakers enact authoritative, evaluative, and interactional stances to construct individual identity. In this data, we find a subtle interplay between the content of explicit statements, narrative content, and the use of grammatical features associated with Appalachian English (e.g.a-prefixing, nonstandard past tense), and the use of physical artifacts as sources of stance-taking. This article focuses on two speakers' use of (present and not-present) physical artifacts (a placemat, a Civil War era sword, a lock of hair, and a piece of wood with a bullet hole in it) to enact stances that construct individual versions of an Appalachian identity. What this analysis suggests is that it is not just linguistic choices that contribute to stance enactment, but physical objects as well. (Sociolinguistics, stance-taking, Appalachian English, material culture, language and idenity)*
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De Jong, Ester J. "Expanding EAL expertise: Taking a multilingual stance." TESOL in Context 28, no. 1 (December 19, 2019): 5–20. http://dx.doi.org/10.21153/tesol2019vol28no1art907.

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English as an Additional Language (EAL) students are increasingly taught by non-specialist, mainstream teachers. This trend calls for a reconceptualization of teacher education to explicitly and purposefully include linguistically and culturally responsive pedagogy in their curriculum. In the United States, several frameworks have been proposed to address this need, although much still needs to be learned about actual practice in preservice teacher preparation programs. In this article, I caution against the monolingual bias in preservice teacher preparation and argue for the mandate for developing a multilingual stance for all teachers of EAL students.
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CAN, Cem. "Stance-Taking through Metadiscourse in Doctoral Dissertations." International Journal of Languages' Education 1, Volume 6 Issue 1 (January 1, 2018): 128–42. http://dx.doi.org/10.18298/ijlet.2538.

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14

Bramhall, Bobby. "An Employment Stance on Taking a Knee." Journal of Legal Aspects of Sport 27, no. 2 (August 2017): 109–26. http://dx.doi.org/10.1123/jlas.2016-0025.

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15

Myers, Greg. "Stance-taking and public discussion in blogs." Critical Discourse Studies 7, no. 4 (November 2010): 263–75. http://dx.doi.org/10.1080/17405904.2010.511832.

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McKendrick, David, and Stephen A. Webb. "Taking a political stance in social work." Critical and Radical Social Work 2, no. 3 (November 28, 2014): 357–69. http://dx.doi.org/10.1332/204986014x14096553584619.

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17

Peplow, David. "Storytelling and stance-taking in group interaction." Narrative Inquiry 30, no. 2 (May 19, 2020): 427–50. http://dx.doi.org/10.1075/ni.18078.pep.

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Abstract This paper looks at two highly prevalent actions in naturally-occurring talk: stance-taking and storytelling. Stance-taking and storytelling have been shown to co-occur often (e.g. Siromaa, 2012), and this is especially the case in reading group talk, a discursive environment in which speakers are engaged in the joint enterprise of assessing the meaning and quality of a shared object: a written narrative text (e.g. a novel). Insights from conversation analysis and dialogic syntax are used to analyse interactional data from several reading group meetings, with a focus on the types of storytelling that are found in this talk, the relationship between the various stories told in sequence in the talk – including the relationship between the written narrative text and the spoken narratives, and the ways in which stance-taking and storytelling are intertwined.
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18

Shiro, Martha, Maia Migdalek, and Celia Rosemberg. "Stance-taking in Spanish-speaking Preschoolers’ Argumentative Interaction." Psychology of Language and Communication 23, no. 1 (January 1, 2019): 184–211. http://dx.doi.org/10.2478/plc-2019-0009.

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Abstract The aim of this study is to determine what linguistic resources are used for stance-taking in confrontational interactions. For this purpose, we analyze 70 argumentative sequences in spontaneous peer conversations during play situations of 4 dyads (2 mid and 2 low socio-economic status backgrounds) of 4 to 7-year-old Argentinian children. Stance-taking relies on the use of evaluative language, understood as the markers of speaker’s attitude (reference to internal states such as attribute, cognition, emotion, intention, and reported speech, [Shiro, 2003]); and the use of evidential markers, understood as speaker’s reference to the status of the information in the utterance (causality, concession, capacity, deontic and epistemic modality, and inference, [Shiro, 2007]), including markers of politeness which serve to mitigate (or intensify) the confrontation (Watts, 2003). Our findings describe the evaluative resources used for stance-taking strategies produced by children at this early age in confrontational interactions with their peers.
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19

Guillén, Michael. "Positioning Cinephilia: Taking a Stance with Jonathan Rosenbaum." Film International 9, no. 3 (June 1, 2011): 84–93. http://dx.doi.org/10.1386/fint.9.3.84_7.

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20

Sholikhah, I. M. "Linguistic Study of Stance-Taking in Online Media." KnE Social Sciences 3, no. 10 (March 17, 2019): 55. http://dx.doi.org/10.18502/kss.v3i10.3887.

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Clements, Thomas J. "Taking a winning stance in the internet revolution." Employment Relations Today 23, no. 3 (September 1996): 1–6. http://dx.doi.org/10.1002/ert.3910230302.

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Tylén, Kristian, Johanne Stege Bjørndahl, and Ethan Weed. "Taking the language stance in a material world." Distributed Language 17, no. 3 (December 2, 2009): 573–95. http://dx.doi.org/10.1075/pc.17.3.05tyl.

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This paper investigates a special kind of social meaning-making manifest in how we experience static objects and properties of our everyday world. This happens, for example, when we recognize objects like vacuum cleaners, sliced tomatoes, and sneakers as placed in special sites in the environment. Given the compositional features of such images, we see them as designed to accomplish communicative functions. It is argued that object configurations of this kind are recognized as externalized ostensive cues. They are seen as having been created with the intention of setting off an intersubjective mode of perception. This significantly changes the perceiver’s semiotic exploration of the scene. From a ‘private’ mode of sense-making mostly structured by reference to episodic, autobiographical experiential content, the perceiver takes a language stance. In other words, the perceiver adopts a qualitatively different meaning-constructing strategy in dealing with such images. Defending this claim, we present evidence from an empirical investigation of 20 participants’ construals of photographic images depicting everyday static objects. We show that a subset of these object configurations (signals) evoke a special kind of socially responsive attitude as manifested in participants’ introspective reports. The importance of these findings is brought out by discussion of parallels in neuro-cognitive work and how ostensive cues influence infant behavior.
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23

Hanney, Roy. "Taking a stance: resistance, faking and Muddling Through." Journal of Media Practice 17, no. 1 (January 2, 2016): 4–20. http://dx.doi.org/10.1080/14682753.2016.1159437.

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24

Zhu, Lin. "Stance-taking, accommodation, code switching and language crossing." Language and Dialogue 9, no. 3 (October 29, 2019): 402–17. http://dx.doi.org/10.1075/ld.00049.zhu.

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Abstract This study involves an in-depth analysis of a sociolinguistic interview between the researcher and a college student in his junior year, herein named “Alex”. Within the entirety of the transcription, I conducted a detailed investigation of the interviewee’s linguistic features and strategies. He attempted to achieve several communicative goals, such as streamlining the conversation by utilizing stance taking, communication accommodation, language crossing and code switching. In this paper, I elaborate on the specific linguistic strategies he used to take a stance and construct his identity through narrative. Specifically, he created the identity of a motivated, intelligent yet humble foreign language learner.
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25

Kärkkäinen, Elise. "Stance taking in conversation: From subjectivity to intersubjectivity." Text & Talk - An Interdisciplinary Journal of Language, Discourse Communication Studies 26, no. 6 (January 19, 2006): 699–731. http://dx.doi.org/10.1515/text.2006.029.

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26

Poberezhnyi, Dmytro. "Stance-taking on Brexit in Small Stories on Facebook." Theory and Practice in Language Studies 11, no. 9 (September 1, 2021): 998–1006. http://dx.doi.org/10.17507/tpls.1109.04.

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This paper looks at how the stance of English-speaking Facebook users towards Brexit is actualized in their comments to posts addressing this issue. By using a mixed research approach, which combines narratological analysis of small stories (Georgakopoulou, 2007) with stance-taking theory (Du Bois, 2007), this paper puts to scrutiny 187 small stories which appeared online in January-June 2021. In the focus of attention are verbal and non-verbal stance-taking devices which are analyzed qualitatively and quantitatively. It is shown that both rational and affective stance of anglophone tellers of small stories about Brexit is mostly negative, which can be accounted for by fears and worries caused by the negative trends in home and foreign affairs in the United Kingdom in the post-Brexit period.
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27

Sakita, Tomoko I. "Stance management in oral narrative." Stance, resonance and the power of engagement 24, no. 1 (August 18, 2017): 65–93. http://dx.doi.org/10.1075/fol.24.1.04sak.

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Abstract This paper investigates how actively the speaker engages in taking stance at various levels in oral narrative. By using Du Bois’ (2007) stance theory, it shows that the meta-stance marker well, a discourse marker that performs the management of stance relations in conversational interaction (Sakita 2013a), plays a significant role in oral narrative as well. Well marks two central modes of stance-taking in a narrative. First, well manages the changes of local-spectrum stance-taking that occur among the utterances of/about characters or of the speakers who speak in their immediate, locally shared consciousness. Second, well typically manages the narrator’s broad-spectrum stance-taking with respect to the narrative event as a coherent whole. The latter corresponds to the use of well that is claimed to be unique for the context of the narrative (Norrick 2001). However, this paper shows that well in both local- and broad-spectrum scope functions as a meta-stance marker by managing stance relations. The paper demonstrates that stance is often embedded and effectively highlighted in resonance (Du Bois 2014), both in dialogic and monologic contexts.
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Chang, Peichin. "Using a stance corpus to learn about effective authorial stance-taking: a textlinguistic approach." ReCALL 24, no. 2 (April 27, 2012): 209–36. http://dx.doi.org/10.1017/s0958344012000079.

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AbstractPresenting a persuasive authorial stance is a major challenge for second language (L2) writers in writing academic research. Failure to present an effective authorial stance often results in poor evaluation, which compromises a writer's research potential. This study proposes a “textlinguistic” approach to advanced academic writing to complement a typical corpus approach that is oriented toward exploring lexico-grammatical patterns at the sentence level. A web-based stance corpus was developed which allowed the users to study both the linguistic realizations of stance at clause/sentence level and how stance meanings are made at the rhetorical move level. The assumptions the study tested included: (1) whether a textlinguistic approach assists L2 writers to polish their research argument particularly as a result of improved stance deployment, and (2) whether the web-based corpus tool affords a constructivist environment which prompts the learners to infer linguistic patterns to attain deeper understanding. Seven L2 doctoral students in the social sciences were recruited. The results indicate a positive relationship between writing performance and more accurate use of stance. However, the application of higher order cognitive skills (e.g., inferring and verifying) was infrequent in the corpus environment. Instead, the writers used more lower-level cognitive skills (e.g., making sense and exploring) to learn. The participants accessed the integrated “context examples” most frequently to guide their learning, followed by rhetorical “move examples” and clause-based “stance examples”. This suggests that the learning of stance is critically contingent on the surrounding contexts. Overall, the study reveals that effective authorial stance-taking plays a critical role in effective academic argument. To better assist L2 academic writers, incorporating more (con)textual examples in computer corpora tools is recommended.
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Parini, Alejandro, and Anita Fetzer. "Evidentiality and stance in YouTube comments on smartphone reviews." Internet Pragmatics 2, no. 1 (May 20, 2019): 112–35. http://dx.doi.org/10.1075/ip.00025.par.

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Abstract Online participatory environments have become saturated spaces in terms of the opportunities that they offer for the display of different viewpoints and ideologies. YouTube, as a popular video-sharing and networking site, constitutes a new media space that invites both individual and collaborative stance-taking by participants who gather, virtually, to address a particular topic, issue or event depicted visually and discussed textually through the comments that are posted on the site. This interactional dynamics triggers a dialogic sequence of follow-ups through which stances are formulated following up on previous stances or counterstances. Against this background, this paper reports on a case study of individual and collaborative, and interdiscursive and intradiscursive stance-taking in participants’ comments to an online review focusing on the strategic use of direct (tactile) and indirect (inferential) references to evidentiality and their co-occurrence with argumentative markers. In this multilayered context stance-taking does not only contribute to evaluation but also to the construction of collective identities.
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Nir, Bracha. "Resonance as a resource for stance-taking in narratives." Stance, resonance and the power of engagement 24, no. 1 (August 18, 2017): 94–120. http://dx.doi.org/10.1075/fol.24.1.05nir.

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Abstract This paper traces the recurrence and manipulation of devices in monologic narrative texts produced by university students based on a semi-structured elicitation. It focuses on a detailed analysis of multiple texts produced by different speaker-writers of Hebrew, to illustrate the function of structural resonance of both clauses and combinations of clauses (Clause Packages). The analyses show that while lexical devices reflect a more distanced (less evaluative) discourse stance (Berman 2005), the use of creative resonance (Du Bois 2014) between syntactic structures can either enhance or undermine the narrator’s own explicit perspective on events. Stance is thus not only highlighted by resonance in monologic texts (Sakita this issue); in fact, stance is engaged with in a way that is very similar to what has been illustrated for dialogue (Dori-Hacohen this issue; Dutra this issue; Nir & Zima this issue). It is suggested that the power of this engagement can be fully assessed only if lexical and syntactic resonance are systematically analyzed.
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31

Currin, Elizabeth. "Taking a Stance: Teacher Researchers’ Historical and Political Positioning." Impacting Education: Journal on Transforming Professional Practice 5, no. 2 (July 17, 2020): 20–25. http://dx.doi.org/10.5195/ie.2020.127.

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With teacher walkouts and other forms of protest on the rise, EdD programs are beginning to frame practitioner-scholars’ work as activism. The purpose of this article is to explore and complicate that trend by interpreting data from oral history interviews with three long-term teacher researchers, alongside shifting historical scholarship on civil rights activism. Each participant cites civil rights activism as an inspiration and positions the rise of neoliberal education reform as a backlash to the 1960s that threatens the so-called teacher research movement. However, historians challenge the dominant narrative of the 1960s, highlighting behind-the-scenes conservative activism that did not garner the same media attention as liberal marches and boycotts. Consequently, while the participants’ stories offer abundant insight for practitioner-scholars as well as for the teacher educators who guide them, this article ultimately argues EdD activists should take a schoolhouse-to-statehouse approach.
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Mourigh, Khalid. "Stance-taking through sibilant palatalisation in Gouda Moroccan Dutch." Nederlandse Taalkunde 22, no. 3 (December 1, 2017): 421–46. http://dx.doi.org/10.5117/nedtaa2017.3.mour.

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Myers, Greg, and Sofia Lampropoulou. "Impersonal you and stance-taking in social research interviews." Journal of Pragmatics 44, no. 10 (August 2012): 1206–18. http://dx.doi.org/10.1016/j.pragma.2012.05.005.

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Gergely, György, Zoltán Nádasdy, Gergely Csibra, and Szilvia Bíró. "Taking the intentional stance at 12 months of age." Cognition 56, no. 2 (August 1995): 165–93. http://dx.doi.org/10.1016/0010-0277(95)00661-h.

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Kriaučiūnienė, Roma, Jefferey La Roux, and Miglė Lauciūtė. "Stance Taking in Social Media: the Analysis of the Comments About Us Presidential Candidates on Facebook and Twitter." Verbum 9 (December 20, 2018): 21–30. http://dx.doi.org/10.15388/verb.2018.3.

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[full article and abstract in English] The subject of the paper is the analysis of the expression of stance taking in an online environment, mainly in the comments of users of social networks such as Facebook and Twitter about the presidential candidates of the American Presidential Election in 2016. The empirical data analysis was carried out following the ideas of J. W. Du Bois (2007), D. Barton & C. Lee (2013) and R. Englebretson (2007) on stance taking and J. W. Du Bois’ (2007) model of stance triangle, i.e. grouping instances of stance-taking into one of these groups: evaluation, affect or epistemicity, which served as the main framework of this study. The work of linguists D. Barton & C. Lee (2013) on the expression of stance-taking in an online environment were also taken into consideration. Having in mind the fact that stance identification is a challenging task , i.e. it could be implicitly as well as explicitly expressed and that it should be inferred from different modes of its expression and interpreted with reference to many contextual and intertextual factors, in the current analysis the authors focused on interpretation of linguistic as well as other multimodal means of the expression of stance that were used by users of social networks in their writing spaces on the topic of the Presidential Election in the United States in 2016. It should also be mentioned that the analysis presented in this article offers only one of the many possible interpretations of the data. Moreover, the current paper concentrates mainly on the presentation of the empirical data of the expression of affective stance. However, it should be indicated that in some cases stance types overlap, i.e. one instance could be treated as both taking an affective and an evaluative stance, as judgements and evaluation (i.e. evaluative stance) are often based on feelings (i.e. affective stance). The main source of the empirical data were the instances of stance taking taken from comments found on Donald Trump’s and Hillary Clinton’s verified Facebook and Twitter pages during their presidential campaigns in 2016. All in all, 147 examples of posts and comments from the social networks Facebook and Twitter were collected: 72 comments incorporating stance taking on Donald Trump‘s posts, and 75 comments including stance taking on Hillary Clinton‘s posts. The results of the empirical data analysis showed that the affective stance was expressed by linguistic as well as multimodal means.
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Ide, Risako. "Where the husbands stand." Narrative Inquiry 28, no. 2 (October 19, 2018): 215–36. http://dx.doi.org/10.1075/ni.17003.ide.

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Abstract In this paper, I analyse women’s interview narratives from the United States and Japan about their child rearing experiences to examine how stance-taking towards their experiences and their family members manifest itself differently. Paying attention to the narratives regarding their husbands’ role in child rearing, I examine how stance-taking may be perceived through overt and implied references in the use of linguistic resources. With the American English data, I discuss how the shift of personal pronouns combined with the discourse marker but create metaframes of the speakers’ stances, categorized as “abstract/positive” and “concrete/negative.” In contrast, Japanese narratives revealed that women’s stance-taking towards their husbands was marked through the concurrent usage of supportive giving verbs (-te kureru), indexing indebtedness on the side of the women, as well as nominalization forms that categorized their partners as certain types of men based on shared social expectations.
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Bortolussi, Marisa, Peter Dixon, and Christopher Linden. "Putting Perspective Taking in Perspective." Review of General Psychology 22, no. 2 (June 2018): 178–87. http://dx.doi.org/10.1037/gpr0000131.

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We present a new framework for the discussion of perspective taking, particularly with reference to the processing of literary narrative. In this framework, adopting a perspective entails matching evaluations with those of the narrative character. This approach predicts that perspectives should be piecemeal rather than holistic, dynamic rather than consistent, effortful rather than automatic, and reactive, in the sense that they are a function of the reader's online processing as it interacts with narrative technique. We describe evidence from an interpolated evaluation method in which readers are periodically interrupted and asked to rate evaluations from a character's perspective. The results indicate that interpolated evaluations interact with narratorial stance to determine a character's transparency—that is, the extent to which she is rational and understandable. In particular, interpolated questions increase transparency of the focal character when there is minimal narratorial guidance, but decrease transparency when the narrator adopts a relatively distanced stance towards that character. These results demonstrate that perspective taking depends on the details of a reader's processing over the course of the story.
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Chang, Peichin, and Mary Schleppegrell. "Explicit learning of authorial stance-taking by L2 doctoral students." Journal of Writing Research 8, no. 1 (June 2016): 49–80. http://dx.doi.org/10.17239/jowr-2016.08.01.02.

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Rahimpour, Sepideh. "Blogs: A Resource of Online Interactions to Develop Stance-taking." Procedia - Social and Behavioral Sciences 98 (May 2014): 1502–7. http://dx.doi.org/10.1016/j.sbspro.2014.03.571.

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van Laar, Jan Albert, and Erik C. W. Krabbe. "The Burden of Criticism: Consequences of Taking a Critical Stance." Argumentation 27, no. 2 (September 1, 2012): 201–24. http://dx.doi.org/10.1007/s10503-012-9272-9.

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41

Bex, Floris J., and Douglas N. Walton. "Taking the dialectical stance in reasoning with evidence and proof." International Journal of Evidence & Proof 23, no. 1-2 (December 3, 2018): 90–99. http://dx.doi.org/10.1177/1365712718813795.

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We present a computational argumentation approach that models legal reasoning with evidence and proof as dialectical rather than probabilistic. This hybrid approach of stories and arguments models the process of proof in a way that is compatible with Allen and Pardo's theory of relative plausibility by adding arguments that can be used to show how evidence can support or attack explanations. Using some legal cases as examples, we show how criteria for assessing explanations connect arguments and evidence to story schemes. We show how this hybrid dialectical approach avoids the main problem of the probabilistic approaches, namely that they require precise numbers to be applied in order to decide legal cases. We provide an alternative method that allows fact-finders to reason with evidence holistically and not in the item-by-item fashion proposed by the probabilistic account.
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Linder, Roberta, and Francine Falk-Ross. "Preservice Teachers Taking a Critical Stance When Examining Children’s Literature." Literacy Research and Instruction 59, no. 4 (August 15, 2020): 298–323. http://dx.doi.org/10.1080/19388071.2020.1777228.

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43

Arnold, Gabriel, Charles Spence, and Malika Auvray. "Taking someone else’s spatial perspective: Natural stance or effortful decentring?" Cognition 148 (March 2016): 27–33. http://dx.doi.org/10.1016/j.cognition.2015.12.006.

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44

Koca-Helvaci, Zeynep Cihan. "Walmart and its employee relations: organizational stance-taking and legitimacy." On the Horizon 23, no. 4 (November 9, 2015): 374–86. http://dx.doi.org/10.1108/oth-05-2015-0025.

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Purpose – The purpose of this paper is to analyse how appraisal resources and legitimation strategies, concerning “associates” and “suppliers” in Walmart’s Corporate Social Responsibility reports from 2011 to 2013, contribute to the representation of a positive corporate image. Design/methodology/approach – This paper draws upon Appraisal Theory (Martin and White, 2005) and Legitimation Theory (van Leeuwen, 2007) to explore the link between evaluative language and legitimacy concerning abovementioned search terms. Findings – Walmart’s representations of its stance towards “associates” and “suppliers” differ greatly, although the corporation communicates a positive self-image through both of them. Walmart portrays its relationship with its “associates” as cooperative and mutually beneficial. On the other hand, the corporation presents the image of a philanthropist organisation that has been trying to improve the poor working conditions of its “suppliers” through strict regulations. Research limitations/implications – Only a small amount of data could be analysed manually due to the special nature of evaluative language and legitimation. Originality/value – This paper fulfils an identified need in studying social reporting in terms of linguistic resources.
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Kim, Mary Shin. "Reported Thought as a Stance-Taking Device in Korean Conversation." Discourse Processes 51, no. 3 (March 26, 2014): 230–63. http://dx.doi.org/10.1080/0163853x.2013.862479.

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46

Shoaps, Robin Ann. "Directives, Moral Authority, and Deontic Stance-Taking in Sakapultek Maya." Anthropological Linguistics 59, no. 1 (2017): 24–70. http://dx.doi.org/10.1353/anl.2017.0001.

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Grant, Lewis. "BVA has role in taking a stance on political decisions." Veterinary Record 185, no. 24 (December 19, 2019): 762.1–762. http://dx.doi.org/10.1136/vr.l6993.

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Lempert, Michael. "On ‘flip-flopping’: Branded stance-taking in U.S. electoral politics1." Journal of Sociolinguistics 13, no. 2 (April 2009): 223–48. http://dx.doi.org/10.1111/j.1467-9841.2009.00405.x.

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Busch, Brigitta. "The body image: taking an evaluative stance towards semiotic resources." International Journal of Multilingualism 18, no. 2 (March 21, 2021): 190–205. http://dx.doi.org/10.1080/14790718.2021.1898618.

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Seyyedrezaie, Zari Sadat, and Vahideh Sadat Vahedi. "PROJECTING GENDER IDENTITY THROUGH METADISCOURSE MARKING: INVESTIGATING WRITERS’ STANCE TAKING IN WRITTEN DISCOURSE." Indonesian Journal of Applied Linguistics 6, no. 2 (January 23, 2017): 301. http://dx.doi.org/10.17509/ijal.v6i2.4915.

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Abstract:
The present study aimed at investigating gender identity through the expression of interpersonal metadiscourse stance marking. The current study investigated male and female authors' pattern of stance markers utilization, focusing on totally 60 English and Persian articles, and English articles written by Persian speakers. Based on Xu and Longs'(2008) classification, five categories of stance markers (textual, epistemic, attitudinal, deontic and causation) were identified and the frequencies of their occurrences were computed. The differences in each group were investigated separately through running chi-square tests. Regarding English articles, it was found that both male and female writers used the same pattern of stance taking except the epistemic markers. Another finding of this study was that both male and female writers followed the same pattern of stance taking in Persian articles except the deontic ones. In English articles written by Persian speakers, female writers used the same pattern as their native counterparts, while male ones were affected mostly by their native language. Attending to stance taking patterns, this article provides an informative picture which illustrates the common preferences of disciplinary community especially between male and female writers. Hence, the implications of this study can be helpful in academic writing, in assessment, and textbooks.
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