INTRODUCTION
RATIONALE
Language serves as a powerful tool for humans to convey and acquire information, whether through single words, simple sentences, or complex grammatical structures in both written and spoken forms It functions as an instrument of thought, enabling us to conceptualize and represent our experiences and the reality around us, including our inner consciousness.
Over the past ten years, the research paradigm for English language studies has evolved, leading to a significant increase in both the quality and quantity of linguistic theses A key focus has been on the importance of analyzing authors' appreciation in Literature Reviews by utilizing their linguistic expressions, which are explored through an overview of other authors' linguistic research.
This study focuses on the appreciation category of Appraisal theory, specifically examining how linguistic expressions convey the author's appreciative viewpoint in the literature reviews of English theses While previous research has explored the effective application of Appraisal theory and its linguistic features in contexts such as football commentaries and political discourse, this analysis highlights the significance of appreciation in evaluating various subjects According to Martin and White (2005), appreciation involves our evaluations of "things," including creations, performances, and natural phenomena, ultimately reflecting how we value them.
Previous studies on the appreciation attitudes of authors in thesis literature reviews reveal significant gaps, particularly regarding the evaluative language used While some research has addressed language tools like reporting verbs, there is a lack of focus on the evaluative aspects of authors' language towards other works Specifically, in English language studies, many authors analyze modality in reporting verbs, but few have explored how authors indicate their evaluative stance towards others' contributions in the literature review.
From these reasons stated above, I have decided to carry out the study entitled
This article explores the evaluative language of appreciation within the context of a literature review of theses on English language studies The investigation aims to identify gaps in existing literature and provide a comprehensive analysis of appreciation-functioned expressions through the lens of Appraisal theory By delving deeply into this subject, the study aspires to make a meaningful contribution to the understanding of appreciation in academic discourse.
AIM AND OBJECTIVES OF THE STUDY
This study investigates the language of appreciation by analyzing linguistic expressions in the Literature Review section of English theses through the lens of Appraisal theory The findings aim to enhance language learners' understanding of the significance and intent behind the use of these expressions, ultimately clarifying how authors convey appreciation in their Literature Reviews.
To achieve the aim of the study, the following objectives are intended:
1) To point out syntactic characteristics of linguistic expressions of Appreciation used in Literature Review from English language master theses;
2) To find out semantic characteristics of linguistic expressions of Appreciation used in Literature Review from English language master theses.
RESEARCH QUESTIONS
From the aims and objectives above, the study will be designed to answer these following research questions:
1) What are the syntactic features that express appreciation in Literature Review of English language master theses?
2) What are the semantic features of the appreciation in Literature Review of of English language master theses?
SCOPE OF THE STUDY
This study focuses on analyzing Appreciation in Literature through a review of theses on Language Studies written in English, utilizing the Appraisal theory which encompasses both syntax and semantics of authors' language expressions Appreciation, defined as the language of evaluation, is identified as the final sub-category of Attitude within the Appraisal framework The syntactic realization of appreciation is examined through the lens of Functional Grammar, specifically regarding the Clause as message Semantically, appreciation is explored in relation to the Appraisal framework, particularly through aspects such as reaction-quality and valuation Notably, phonetic features of speech acts, including stress and intonation, are excluded from this study.
SIGNIFICANCE OF THE STUDY
This investigation aims to reveal the syntactic and semantic characteristics of appreciation in literature reviews of theses through the lens of appraisal theory By doing so, it seeks to enhance learners' understanding of the meanings and objectives behind linguistic expressions that convey the author's appreciation in English literature reviews Ultimately, the study aspires to serve as a valuable resource for learning, teaching, and researching the English language, particularly in the context of appreciation in academic writing.
ORGANIZATION OF THE STUDY
This investigation includes five chapters as follows:
Chapter 1, Introduction, begins with the rationale for choosing the topic
This chapter outlines the framework of the study, detailing the aims and objectives of the research, formulating key research questions, defining the scope of the study, highlighting its significance, and presenting the organization of the study.
Chapter 2, Literature Review and Theoretical Background, deals with the previous studies related to the research Some concepts as well as a view of theoretical background about appreciation are also considered
Chapter 3 involving Research Methodology mentions research design, research methodology, description of sample, data collection, instruments for analysis, data analysis It also consists of the reliability and validity of the thesis
Chapter 4, Findings and Discussion, outlines and analyzes the results of this study, focusing on the research questions related to the syntactic and semantic characteristics of appreciation in literature reviews within Language Studies written in English This section presents the findings and engages in a detailed discussion of the investigation's outcomes.
Chapter 5, Conclusions and Implications, summarizes the main points of the study as the conclusion A statement of limitations and suggestions for further study is also presented in this chapter.
LITERATURE REVIEW AND THEORETICAL BACKGROUND 5 2.1 PREVIOUS STUDIES
THEORETICAL BACKGROUND
Appraisal Theory is a framework for analyzing evaluative language, originating from Systemic Functional Linguistics (SFL) as proposed by Halliday and Matthiessen in 2004 Initially influenced by educational linguistics and Australia's genre-based literacy programs, this theory offers systematic techniques for analyzing evaluation and stance across entire texts and collections of texts The development of Appraisal Theory was significantly advanced by the contributions of Martin and White.
Appraisal theory focuses on how texts convey attitudes, the intensity of emotions expressed, and the sourcing of values that align readers with specific perspectives It examines the linguistic tools that writers and speakers use to articulate, negotiate, and normalize particular ideological positions (Martin & Rose, 2003; Martin and White).
2005) The resources of appraisal are used for negotiating our social relationship, by telling our listeners/ readers how we feel about things and people (instead, what our attitude are)
Appraisal theory comprises three key sub-systems: Attitude, Engagement, and Graduation The Attitude sub-system focuses on our emotions, including emotional responses, behavioral judgments, and evaluations of objects Engagement addresses the sourcing of attitudes and the interplay of voices surrounding opinions in discourse Meanwhile, Graduation involves the amplification of feelings and the blurring of categories (Martin & White, 2005, p.35).
Attitude is a framework for three areas of personal feeling: emotion, ethics and aesthetics They refer to three semantic domains, namely Affect, Judgement and
Figure 2.1 An overview of appraisal resources (Martin & White, 2005, p.38)
Appreciation involves the evaluation of objects or experiences, categorizing them as simple, important, or valuable Affect pertains to emotional responses and feelings, such as confidence or fear Meanwhile, judgment focuses on assessing individuals and their behaviors, identifying traits like responsibility and honesty.
Appreciation is the framework through which evaluations of products, processes, and entities are formalized It encompasses how speakers assess various texts and processes (Eggins & Slade, 1997, p.126) This evaluation typically extends to natural and created objects, as well as abstract constructs like literature reviews and commentaries Furthermore, appreciation applies diverse evaluative methods to all things, including man-made objects, events, human appearances, and languages.
Appreciation primarily relates to traditional aesthetic qualities such as beauty, simplicity, and attractiveness It encompasses the evaluation of both semiotic and natural phenomena based on their perceived value within a specific context (Martin & White, 2005, p.43).
Her flawless recitation of the lengthy poem exemplifies true artistry The term "impeccable" highlights the exceptional quality of her performance, emphasizing the beauty in her delivery.
Like both affect and judgement, values of appreciation have either positive or negative assessments (e.g positive: splendid, happy, etc.; negative: unhappy, dangerous, etc.)
Martin and White (2005, p.56) state that “Appreciations can be divided into our
‘reaction’ to things (do they catch our attention, do they please us?), their
‘composition’ (balance and complexity), their ‘value’ (how innovative, authentic, timely, etc.)”
For this explanation, Martin & White (2005) gave the illustrative realizations for Appreciation divided into three types: reaction, composition and valuation
They also stated that these sub-types are put in relation to mental processes, which means how people look at things:
- reaction refers to affection in mental process category (emotive or desiderative)
- composition refers to perception in mental process category how order is viewed
- valuation refers to cognition in mental process category, which means how opinions are considered
Types of Appreciation were illustrated and summarized in Figure 2.2
Figure 2.2 Types of Appreciation (Martin & White, 2005) Source: https://functionallinguistics.springeropen.com appreciation
-TYPE composition penetrating, profound, innovative reaction
-TYPE -TYPE valuation impact arresting, captivating
Did it grab me? quality okay, fine, good
Did I like it? balance balanced, unified
Did it hang together? complexity simple, pure, elegant
Was it hard to follow?
The study identifies three meta-functions that correspond to the sub-types within the Appreciation framework: Reaction represents interpersonal significance, Composition pertains to textual organization, and Valuation reflects ideational worth (Martin & White, 2005, p 57), as summarized in Table 2.1.
Table 2.1 Sub-types of Appreciation (Martin & White, 2005, p.57) appreciation mental process type metafunction reaction affection interpersonal composition perception textual valuation cognitive ideational
According to Rothery & Stenglin (in press) (For a review see Martin 1997: 24-
The reaction to a work is described as "interpersonally tuned," highlighting its emotional impact on the audience, whether they are readers, listeners, or viewers Evaluating this reaction involves assessing both the impact and quality of the work Positive impact reactions may include terms like arresting, stunning, or dramatic, while negative impacts could be described as dull, uninviting, or monotonous Similarly, the quality of the work can be perceived positively with words like lovely, splendid, or attractive, whereas negative quality may be characterized as ugly or plain.
Composition involves evaluating a product or process based on its structure and adherence to formal organizational conventions According to Rothery & Stenglin, composition is "textually tuned," reflecting the work's complexity and detail Positive aspects of composition include balance characterized by unity, symmetry, and harmony, while negative aspects reveal imbalance, incompleteness, and discord Additionally, positive complexity may manifest as simplicity, intricacy, or precision, whereas negative complexity can appear convoluted or overly simplistic.
Under valuation refers to the assessment of objects, products, or processes based on varying social conventions, which differ significantly across different fields For instance, the social values prevalent in the visual arts may not translate effectively to the political arena This theory, particularly in the context of media texts, emphasizes key values such as social significance—determining the importance or relevance of a phenomenon—and harm, assessing potential damage or danger associated with it (Martin 1997: 24-26).
According to Martin & White (2005), Appreciation is divided into three sub-categories: reaction, composition, and valuation, each represented with associated positive and negative terms in Table 2.2.
Table 2.2 Types of Appreciation (Martin & White, 2005, p.56)
Impact captivating, engaging …; exciting, moving …; dramatic, intense …; remarkable, notable … boring, tedious …; dry, uninviting …; predictable, flat …; unremarkable, pedestrian
Arcane, unclear, woolly Plain, simplistic …
Derivative, conventional ; everyday, common ; fake, bogus, glitzy …; ineffective, useless …
2.2.3 An overview of Syntax in Functional Grammar
Halliday (2004) emphasizes that language shapes human experience by categorizing and taxonomizing concepts through naming It serves as a framework for understanding our experiences, with specific lexico-grammatical resources dedicated to this function Additionally, language enacts personal and social relationships, as each grammatical clause not only represents actions or states but also functions as a proposition, enabling us to inform, question, command, or express attitudes towards our interlocutors and topics of discussion.
Halliday (2004) proposed a theory on the fundamental functions of language, categorizing lexico-grammar into three primary metafunctions: ideational, interpersonal, and textual Each metafunction addresses a unique aspect of meaning within clauses He emphasized that a clause comprises three distinct structures, each contributing to its overall meaning, and further divided the components into experiential and logical elements The ideational metafunction pertains to the natural world, focusing on clauses as representations, while the interpersonal metafunction centers on social interactions, relating to clauses as exchanges Lastly, the textual metafunction reflects the organization of information in communication, dealing with clauses as messages Table 2.3 illustrates the metafunctions and their corresponding roles within clauses.
Table 2.3 Metafunctions and their reflexes in the grammar (Halliday, 2004,p61)
The article explores the multifaceted nature of clauses, emphasizing their roles in various contexts It highlights how clauses serve as representations of experience, enact interpersonal relationships, facilitate exchanges, create contextual relevance, and construct logical relations Each clause functions uniquely, contributing to a deeper understanding of communication and meaning within language.
SUMMARY
This chapter has reviewed relevant previous studies and introduced key concepts from appraisal theory and functional grammar These theoretical frameworks will provide the foundational basis for the analysis presented in the subsequent chapters.
RESEARCH METHODS
RESEARCH DESIGN
This study is designed in a combination of both qualitative and quantitative approaches employing descriptive method
The qualitative method is employed to investigate linguistic features, focusing on semantic and syntactic aspects derived from qualitative data Specifically, the analysis utilizes elements like clauses as messages and nominal groups, drawing from Functional Grammar and Appraisal Theory to examine the language of Appreciation.
Quantitative approach is vital for enabling the calculation of occurrence and frequency of different sub-types of Appreciation; and finding of language pattern instances concerning syntactic features in English.
DATA COLLECTION
The study's data was sourced from the BYU ScholarsArchive, specifically focusing on Linguistic and English Language Theses and Dissertations It analyzed twenty literature reviews from master's theses in linguistics, all written in English between 2016 and 2018.
This study analyzes linguistic expressions of appreciation found in twenty literature reviews, comprising a total of one hundred and seventy examples These expressions, which can range from single words to complex sentences, were randomly selected from English-language linguistic master theses The research highlights the diverse ways appreciation is articulated in academic writing.
After gathering and examining expressions of appreciation found in the literature reviews of English-language theses in linguistics and language studies from the BYU ScholarsArchive, I proceeded to analyze and categorize these expressions based on their syntactic and semantic characteristics.
Based on the research design, the study was conducted and followed these steps:
- Collecting linguistic expressions of appreciations in different sources such as literature review in linguistic master theses online as much as possible
- Taking note and identifying the chosen samples in terms of syntactic and semantic features
- Picking out different types of the language of appreciation according to structural, semantic and functional characteristics
- Analyzing and discussing the results in terms of syntactic and semantic features
- Suggesting some implications in learning, examining or using appreciation for learners of English language.
DATA ANALYSIS
A qualitative analysis of linguistic expressions of appreciation in literature reviews of English-written linguistic master theses was conducted, focusing on their syntactic and semantic features, supported by statistical tables This study examined 170 English samples to explore the various aspects of appreciation expressed in these academic texts.
Syntactic features of Appreciation in the view of Functional Grammar
Semantic features of Appreciation in the view of Appraisal Theory.
RELIABILITY AND VALIDITY
Ensuring the quality of data collection hinges on the critical criteria of reliability and validity A thorough analysis has been conducted on the syntactic and semantic characteristics of linguistic expressions of appreciation, grounded in established theoretical frameworks.
This study exclusively examines the syntactic and semantic characteristics of Appreciation linguistic expressions within the Appraisal framework, emphasizing literature reviews as a representation Other linguistic features and various types of texts or writing processes are not included in this investigation.
The study systematically collected and analyzed data from the Linguistics and English Language Theses and Dissertations website, featuring 170 carefully selected samples to ensure the reliability and validity of the results This research contributes to the theoretical understanding of linguistic features and enhances the learning and studying of English Ultimately, the study is significant both theoretically and practically, offering valuable insights that can assist English learners in improving their comprehension and communication skills.
SUMMARY
This chapter presents research methodology and the ways to get samples, comprising how to collect samples, instrumentation and procedure of data collection
Chapter Three outlines the methods for data analysis and addresses the reliability and validity of the thesis This section provides essential preparations that pave the way for the findings and discussions presented in Chapter Four It is anticipated that the study will yield valuable insights that enhance language learning, teaching, and studying practices.
FINDINGS AND DISCUSSION
SYNTACTIC FEATURES OF LINGUISTIC EXPRESSIONS OF
This section explores the syntactic features of linguistic expressions of Appreciation through the lens of Functional Grammar, as outlined in Halliday’s Introduction to Functional Grammar (1994) Functional grammar serves various purposes, primarily in describing languages in functional terms The study focuses on the syntactic realizations of the Clause as Message found in literature reviews of English linguistic master theses, highlighting how this structure conveys information persuasively to readers Specifically, the Clause as Message is represented by the Theme-Rheme structure, which plays a crucial role in effective communication.
This study examines the syntactic structures of Clause as Message, specifically focusing on the linguistic expressions of appreciation found in literature reviews, which are presented as complete sentences Additionally, it considers the structures of nominal groups in this context.
4.1.1 Appreciation in Literature reviews of linguistic master theses written in English as Clause as Message
The analysis of linguistic expressions in the literature reviews of English language master theses is approached through the concept of Clause as Message In this context, appreciation is structured into Theme and Rheme, where the Theme represents the initial part of the clause, and the Rheme encompasses the development of that Theme According to Halliday (2004), understanding the distinction between Theme and Rheme is essential for grasping how information is communicated within clauses Typically, the Theme is presented first, while the Rheme, which contains the main message, follows at the end of the clause or sentence.
In literature reviews of theses, authors often initiate sentences by referencing information familiar to readers This article will analyze the appreciative language and linguistic expressions utilized in English literature reviews of linguistic master theses, focusing on the themes and rhemes through the framework of Clause as Message The examination will encompass various sentence structures, including simple, complex, compound, and compound-complex sentences.
4.1.1.1 Appreciation in Simple sentences starting with ‘It’
In a literature review, the concepts of Theme and Rheme play a crucial role in structuring information The Theme, which appears at the beginning of a clause, serves to orient the reader to the forthcoming message, representing 'given information.' In contrast, the Rheme encompasses the remainder of the clause, delivering 'new information' that forms the core of the message, typically found at the end of the sentence Understanding the interplay between Theme and Rheme enhances our comprehension of how information is effectively conveyed in written discourse.
Let’s consider some examples from (1) to (12) and we obtained an analytic below:
It is clear that larger corpora allow researchers to create word lists that more accurately reflect the language being targeted
It is unavoidable that varying criteria and methods will be generated based on the scope and context of a given study
This study did not exclude idioms based on their literalness, as determining the literalness of an idiom is inherently subjective.
(4) Clearly, it is evident that idiom form variation is an important issue to consider [17]
It is important to note that the terminology used in
Grant and Bauer’s (2004) study may be confusing to some
(6) It is helpful to clarify that not all negative forces or factors affect student motivation in the same way [38]
A vocabulary size assessment can significantly account for the variance in widely-accepted language proficiency standards across various schools, countries, and languages.
It is worth mentioning that the first study mentioned above (by Huang in 2013) used untrained raters, whereas the other two involved trained raters
Evidently, it is unclear as to what circumstances and to what extent rater’s familiarity with test-takers L1/accent affects oral proficiency assessment results
It is apparent from the research that the majority of studies focused on language anxiety have centered on the foreign language context
It would be impossible to convert the word families of the AWL to lemmas for comparison purposes in the present study
Otherwise, it would be not necessary to put extra effort to reach their desired L2 self [117]
Figure 4.2 Appreciation in Simple sentences with ‘It’ and modal verbs
The personal pronoun 'It' in these sentences serves to express the authors' appreciative perspective on topics in literature reviews of English theses, guiding readers to form their own understanding While readers are introduced to the subject matter, they may lack clarity and require further explanation Consequently, adjectives such as clear, important, evident, and helpful frequently precede the verb "to be" (as in 'is'), or follow the phrase 'would be' in examples (11) and (12), highlighting the significance of the discussed topics.
Besides, in the example (4) and (9), the writer also added the adverb “Clearly” and
"Evidently, the use of 'It' at the beginning of a sentence emphasizes the writer's confirmatory stance on the thesis This personal pronoun refers to the elements that will be evaluated by the authors Consequently, in a declarative sentence, the theme aligns with the subject, resulting in an unmarked theme."
Figure 4.1 Appreciation in Simple sentences with ‘It’
Appreciation is expressed through simple sentences, which consist of a single independent clause containing a subject and a verb, conveying a complete thought These sentences fall under the category of declarative sentences, commonly utilized by writers in literature reviews to convey appreciation for prior studies In the context of Clause as Message, the theme precedes the rheme, with the rheme conveying the appreciation For instance, examples illustrate this structure effectively.
(13) The results of this study were very interesting [10]
(14) Liu (2003) conducted the most broad corpus-based idiom frequency search
(15) Difficulty, perceived irrelevance, boredom, and frustration were all salient in the students’ responses
(16) These multiword items cover a substantial portion of the English language
(17) Some are outdated (as dated as 70 years old) [73]
(18) Some are too small (as few as two million tokens) [74]
(19) Vai and Sosulski (2011) outline necessary aspects of online course design
(20) Horwitz (2010) provides a nice summation of these studies and their results
(21) Brunfaut and McCray (2015) reported similar results [150]
(13) The results of this study were very interesting [10]
Figure 4.3 Appreciation in Simple sentence
Liu conducted the most broad corpus-based idiom frequency search [25]
Figure 4.4 Appreciation in Simple sentence
(15) Difficulty, perceived irrelevance, boredom, and frustration were all salient in the students’ responses [42]
(16) These multiword items cover a substantial portion of the
(19) Vai and Sosulski outline necessary aspects of online course design [100]
(20) Horwitz provides a nice summation of these studies and their results [133]
Figure 4.6 Appreciation in Simple sentences
Figure 4.7 Appreciation in Simple sentences
(21) Brunfaut and McCray (2015) reported similar results [150]
Figure 4.8 Appreciation in Simple sentence Figure 4.5 Appreciation in Simple sentence
The article presents nine examples illustrating the basic structure of simple sentences, which consist of a subject and a predicate, including a verb and an object In these examples, the theme is introduced first, followed by the rheme that conveys appreciation, as demonstrated in example (13), which is described as "very interesting."
The analysis of idiom frequency reveals that the Theme consistently initiates each sentence, effectively setting the context for the clause and maintaining focus on the subject matter The initial segment engages the reader's attention, encouraging appreciation, while the latter part reinforces the topic at hand This indicates that authors have the flexibility to select varying thematic elements within clauses The examples provided demonstrate that nominal groups are prevalent in these sentences, highlighting the simplicity and clarity of the Theme in straightforward constructions.
The analysis of idiomatic expressions reveals that a significant portion of the corpus-based frequency search includes noun phrases, as seen in examples (14) and (16) Notably, adjectives serve as both predicates and complements in examples (13), (17), and (18), indicating that these appreciations typically align with the verb "to be" in either the present or simple past tense Furthermore, the use of modifiers like "very" and "too" enhances the adjectives, reflecting the authors' perspectives on valuing other studies within their literature reviews Additionally, the appreciation expressed by the adjective "salient" in example (15) functions as a complement, accompanied by an adverbial phrase.
Linguistic expressions used in showing their own appreciative viewpoint in theses’ literature reviews are written formally and academically As a result, complex sentences are often appeared in reviews of literature
Complex sentences are essential in English communication, consisting of an independent clause and at least one dependent clause They are particularly prevalent in literature reviews of language and linguistic theses, as they provide richer descriptions and deeper insights for readers Subordinating conjunctions like "because," "after," "since," "if," "while," and "when" connect these clauses, and a comma is required when the dependent clause precedes the independent clause Additionally, relative clauses such as "which," "that," and "who" contribute to the transitivity structure and serve a linking function, making them important textual and topical themes that can often be reduced in academic writing.
Appreciation can be conveyed through multiple clauses in complex sentences, allowing for more than one theme within a single statement Writers can express their appreciation in various positions, whether in the Theme or Rheme, and it can appear in both independent (main) clauses and dependent (subordinate) clauses The following examples will illustrate this concept effectively.
SUMMARY
In literature reviews, appreciation refers to the positive or negative evaluations of texts, processes, and natural phenomena based on their perceived value This concept includes three sub-categories: reaction, composition, and valuation Reaction is further divided into reaction-impact and reaction-quality, while composition encompasses composition-balanced and composition-complexity Authors utilize appreciation to express their opinions and viewpoints, which can highlight advantages or disadvantages in relation to previous studies, including aspects such as study results, methodologies, and comparative analyses.
CONCLUSIONS
This thesis analyzes linguistic expressions from literature reviews of master's theses in Language Studies, focusing on Appreciation, a sub-category of Attitude in the Appraisal framework Appreciation evaluates both concrete and abstract entities (Martin & White, 2005, p.59) The study examines the syntactic realization of appreciation through the Functional Grammar framework, specifically regarding the Clause as message Additionally, it explores appreciation semantically within the Appraisal framework, considering aspects such as reaction-quality and valuation.
To deal with the research questions put forward, I used a descriptive framework through referring to Martin’s Appraisal theory (2000), Martin & Rose (2003), Martin
& White (2005) and Halliday’s Functional Grammar (2004) And the analysis of 170 samples of linguistic expressions made considerable results:
This article examines the syntactic structures used in literature reviews of linguistic master's theses written in English, focusing on the Theme and Rheme within the framework of Functional Grammar It highlights that simple and complex sentences are the predominant structures found in these theses Appreciation is expressed through noun and adverbial phrases, appearing more frequently in the Rheme than in the Theme Additionally, nominal groups are the most utilized by authors to convey their viewpoints, with epithets serving as effective tools for emphasizing appreciation of prior research.
The semantic features of appreciation, as outlined in Appraisal theory, are categorized into three sub-types: Reaction (Impact and Quality), Composition (Balance and Complexity), and Valuation Writers effectively utilize appreciation to express advantages or disadvantages in their critiques of prior studies, predominantly through the use of adjectives within noun phrases This approach aids readers in understanding, inheriting, and advancing knowledge from various investigations Consequently, appreciations play a crucial role in conveying both positive and negative meanings.
In conclusion, this study offers significant insights that enhance language learners' comprehension of the meanings and motivations behind using linguistic expressions to convey the author's appreciation in literature reviews.
IMPLICATIONS
This thesis reveals that language learners gain essential syntactic and semantic knowledge for effectively comprehending and using appreciation The study's findings enable learners to grasp the nature of appreciation, helping them master its various elements and distinctive features This understanding enhances their communicative abilities and allows them to appreciate the beauty and diversity of language.
The ultimate goal of learning a foreign language is to enable learners to understand and express their opinions in everyday situations Many learners struggle with grasping the nuances of appreciation in language English language students, for instance, aim to articulate comments on various topics, from personal experiences to academic theses in linguistics Mastering the concept of appreciation is challenging, yet essential for effective communication This thesis provides language learners with a clearer understanding of how appreciation is used by speakers, authors, and writers to convey opinions, attitudes, and emotions Therefore, learners should concentrate on different types of appreciation—reaction, composition, and valuation—and learn to differentiate between them Additionally, it is crucial for learners to pay attention to elements like theme-rheme structures, nominal groups with epithets, and deictic classifiers in specific contexts.
This study enhances teachers' understanding of Appraisal theory, which has gained attention in recent years for its relevance to teaching and learning Although Appraisal theory is not a new concept in English education, it remains largely unfamiliar to many students Consequently, learners often encounter confusion and have numerous questions when engaging with the Appraisal framework.
As a result, this study may be expected to be a useful tool for both teachers and learners in academic field.
LIMITATIONS OF THE STUDY
One significant drawback is the limited data available for a comprehensive and nuanced analysis of linguistic expressions in literature reviews from language master's theses This study is based on a sample of only 170 from 20 linguistic master's theses at Brigham Young University, covering the years 2016 to 2018.
Moreover, the study only stops investigating appreciation in terms of semantic and syntactic features, lack of pragmatic feature
Finally, I hope to contribute useful knowledge to teachers and learners, but it has not reached our expectation as it should.
SUGGESTION FOR FURTHER RESEARCH
While the current findings provide valuable insights, further research on Appreciation is crucial This study primarily examines the semantics and syntax of appreciation through linguistic expressions in the literature review of English theses, utilizing Appraisal theory Consequently, additional investigations are necessary to expand on these initial findings.
- An Investigation into the Language of Appreciation in Literature review of Theses on Language Studies in English and Vietnamese
Halliday, M.A.K., and C.M.I.M Matthiessen (2004) An introduction to functional grammar, 3 rd ed London, Arnold
Ho Long Ngoc (2006) A study of Disclaim Markers in English and Vietnamese M.A Thesis, the University of Danang
Mariana Pascual & Lidia Unger (2010) Appraisal in the research genres: An analysis of grant proposals by Argentinean researchers San Luis National University
Martin, J.R and White, P.R.R (2005) The Language of Evaluation: Appraisal in English, Palgrave Macmillan Publishers, Ltd
Neviarouskaya, E, Predinger, H, and Ishizuka, M (2010) “Recognition of Affect, Judgment and Appreciation in Text”, COLING 2010: Proceedings of the 23rd International Conference on Computational Linguistics, p 806-814
Nguyen Thi Thuy Loan & Issra Pramoolsook (2015) Reporting Verbs in Literature
Review Chapters of TESOL Master’s Theses written by Vietnamese Postgraduates
Kalasin University & Suranaree University of Technology, Thailand Vol 3(2)(2015):, e-ISSN: 2334-9050, p 196-215
Nguyen Van Khoi (2006) A study of Proclaim Markers in English and Vietnamese, M.A Thesis The University of Danang
Ping, L.J (2010) An Analysis of Engagement Resources in English Editorials: An Appraisal Approach, M.A Thesis Sichuan International Studies University
Tran Huu Thuan (2013) A study of appreciation in football commentaries in English and Vietnamese, M.A Thesis The University of Danang
Tran Thi Loan (2015) A contrastive study of attribution in environmental news reports in English and Vietnamese, M.A Thesis The University of Danang
In her 2015 master's thesis, Trần Thị Ly conducted a comprehensive investigation into the category of attitude in English and Vietnamese articles that warn against childhood epidemics, utilizing the framework of Appraisal Theory This research, presented at The University of Danang, highlights the linguistic nuances and emotional responses embedded in these articles, providing valuable insights into how different cultures communicate health warnings to the public.
Vo Nguyen Thuy Trang's 2017 article, "Language of Judgement in Nam Cao’s Short Stories and Their English Translational Equivalents," published in the Journal of Science and Technology of the University of Danang, explores the evaluative function of language in Nam Cao's narratives The study examines both the original Vietnamese texts and their English translations, highlighting the nuances of judgment expressed through language in Nam Cao's short stories This research contributes to the understanding of literary translation and the complexities of conveying meaning across languages.
Doan Tien Luc Vài nét giới thiệu về lý thuyết cấu trúc thông tin Dai hoc Van Hoa
Ha Noi, khoa NN&VHTT, February 20 th , 2013
Available at: http://huc.edu.vn/vai-net-gioi-thieu-ve-ly-thuyet-cau-truc-thong-tin- 1480-vi.htm
Richard Nordquist An introduction to Semantics March 2019
Available at: https://www.thoughtco.com/semantics-linguistics-1692080
Linguistic Theses and Dissertations written in English from Brigham Young University, 2016 – 2018
Available at: https://scholarsarchive.byu.edu/linguistics_etd/
Brett James Hashimoto (2016) Rethinking Vocabulary Size Tests: Frequency versus
Item Difficulty, M.A Thesis Brigham Young University
Available at: https://scholarsarchive.byu.edu/etd/5958/
Ethan Michael Lynn (2016) Getting All the Ducks in a Row: Towards a Method for the Consolidation of English Idioms, M.A Thesis Brigham Young University
Available at: https://scholarsarchive.byu.edu/etd/6014/
Jacob Andrew Newman (2016) A Corpus-based Comparison of the Academic Word
List and the Academic Vocabulary List, M.A Thesis, Brigham Young University
Available at: https://scholarsarchive.byu.edu/etd/6080/
Jacob Garlin Barrows (2016) The Effect of Prompt Accent on Elicited Imitation Assessments in English as a Second Language, M.A Thesis Brigham Young
Available at: https://scholarsarchive.byu.edu/etd/5654/
Kostiantyn Fesendo (2016) A longitudinal analysis of adult ESL speakers’ oral fluency gains, M.A Thesis, Brigham Young University
Available at: https://scholarsarchive.byu.edu/etd/6130/
Kyra McKinzie Nelson (2016) Lexical Trends in Young Adult Literature: A Corpus-
Based Approach, M.A Thesis Brigham Young University
Available at: https://scholarsarchive.byu.edu/etd/5805/
Steven J Carter (2016) Program and Classroom Factors Affecting Attendance Patterns for Hispanic Participants in Adult ESL Education, M.A Thesis Brigham
Available at: https://scholarsarchive.byu.edu/etd/5941/
Rebecca Aaron (2016) The Influence of Online English Language Instruction on ESL
Learners’ Fluency Development, M.A Thesis Brigham Young University
Available at: https://scholarsarchive.byu.edu/etd/6579/
Jared Benjamin Sell (2017) Taking the “Foreign” Out of the Foreign Language Classroom Anxiety Scale, M.A Thesis Brigham Young University
Available at: https://scholarsarchive.byu.edu/etd/6876/
Irina Mikhailovna Baskova (2017) Preparing Non-Native English Speakers for the
Mathematical Vocabulary in the GRE and GMAT, M.A Thesis Brigham Young
Available at: https://scholarsarchive.byu.edu/etd/6684/
Ksenia Zhao (2017) Investigating the effects of Rater’s Second Language Learning
Background and Familiarity with Test-Taker’s First Language on Speaking Test Scores, M.A Thesis, Brigham Young University
Available at: https://scholarsarchive.byu.edu/etd/6256/
Michelle Morgan Hernandez (2017) Comparing the AWL and AVL in Textbooks from an Intensive English Program, M.A Thesis Brigham Young University
Available at: https://scholarsarchive.byu.edu/etd/6458/
Rui Li (2017) Differences in the Motivations of Chinese Learners of English in Different (Foreign or Second Language) Contexts, M.A Thesis Brigham Young
Available at: https://scholarsarchive.byu.edu/etd/6299/
Allen Travis Moore (2018) Applying the Developmental Path of English Negation to the Automated Scoring of Learner Essays, M.A Thesis Brigham Young University
Available at: https://scholarsarchive.byu.edu/etd/6835/
Candice April Flowers (2018) Backward Transfer of Apology Strategies from Japanese to English: Do English L1 Speakers Use Japanese-Style Apologies When Speaking English?, M.A Thesis Brigham Young University
Available at: https://scholarsarchive.byu.edu/etd/6953/
Elena Vasilachi (2018) Investigating the Perception of Identity Shift in Trilingual Speakers: A Case Study, M.A Thesis Brigham Young University
Available at: https://scholarsarchive.byu.edu/etd/6738/
Emily Kay Furner (2018) Cultural Differences in Russian and English Magazine Advertising: A Pragmatic Approach, M.A Thesis Brigham Young University
Available at: https://scholarsarchive.byu.edu/etd/6730/
Janice Si-Man Lam (2018) Second Language Semantic Retrieval in the Bilingual Mind: The Case of Korean-English Expert Bilinguals, M.A Thesis Brigham Young
Available at: https://scholarsarchive.byu.edu/etd/7022/
Juan M Escalante Talavera (2018) ESL Students’ Reading Behaviors on Multiple- choice Items at Differing Proficiency Levels: An Eye-Tracking Study, M.A Thesis
Available at: https://scholarsarchive.byu.edu/etd/7424/
Sionelle Nicole Beller (2018) Friendship and Language: How Kindergarteners Talk about Making friends in a Two-way Immersion School, M.A Thesis Brigham Young
Available at: https://scholarsarchive.byu.edu/etd/7344/
APPENDIX Appreciation in Literature Reviews of Linguistic Master Theses written in English:
Thesis A Corpus-based Comparison of the Academic Word List and the
1 Four landmark studies provided the foundation for work in this area
2 Because the UWL was simply an amalgamation of earlier academic word lists, researchers realized the need for a stronger methodology in the creation of a more representative list of academic words
3 One of the most influential endeavors in this regard is Coxhead’s (2000)
4 Better equipped with technology and a larger, more modern corpus of academic materials, Coxhead was able to create an academic word list that was more representative of actual academic text
5 Although the AWL has a stronger research design and a basis in contemporary advances in corpus linguistics, it still contained key limitations that needed to be addressed by future research
6 It is clear that larger corpora allow researchers to create word lists that more accurately reflect the language being targeted
Counting lemmas offers a more effective approach to addressing homonymy compared to using word families, despite its limitations in capturing the multiple meanings of a single word form from the same part of speech, such as 'run' in baseball versus 'run' in nylons.
8 It would be impossible to convert the word families of the AWL to lemmas for comparison purposes in the present study
Thesis A longitudinal analysis of adult ESL speakers’ oral fluency gains
9 Based on these short-term studies, it is evident that certain fluency features improve much faster than others
10 The results of this study were very interesting
According to Rossiter et al (2010), longitudinal studies combined with long-term instruction are more effective, as significant learner improvement is unlikely to occur within the timeframe of a single ESL course (p 600).
Thesis Getting All the Ducks in a Row: Towards a Method for the
12 As a result of the lack of consensus among scholars, some have estimated that there are over 10,000 idioms in English (Brenner, 2003), while others claim that there only 103 (Grant, 2005; Grant & Nation, 2006)
13 It is unavoidable that varying criteria and methods will be generated based on the scope and context of a given study
14 This is congruent with the work of Fernando (1996) who developed a continuum featuring varying degrees of literalness: non-literal, semi- literal, and literal
This study did not seek to exclude idioms based on their level of literalness, as assessing the literalness of an idiom is inherently subjective.
16 Moreover, variation is particularly problematic for researchers conducting corpus searches (see Grant, 2005; Grant & Nation, 2006; Liu, 2003; Moon, 1998; Simpson & Mendis, 2003)
17 Clearly, it is evident that idiom form variation is an important issue to consider
18 Specifically, many types of variation occur which create difficulties for both the corpus researchers and the language learners
The studies yielded valuable insights; however, the researchers' strict criteria for defining idioms resulted in a limited list of idioms used for corpus searches, ultimately constraining the findings.
20 Indeed, the quantity of idioms searched for (238 idiom types) was clearly limited due to the “narrow definition” used, which, in turn, limited the results
21 Furthermore, the small corpus used in this study, the MICASE, limited the amount of idioms found
22 Clearly, more inclusive criteria for defining idioms are needed in order to generate a more comprehensive list with a larger quantity of idioms
23 It is important to note that the terminology used in Grant and Bauer’s
(2004) study may be confusing to some
24 Indeed, the quantity of both “core idioms” and “figuratives” that were searched for in these studies was quite small and exclusive
25 Liu (2003) conducted the most broad corpus-based idiom frequency search
The current study highlights that Liu's selection of idioms was limited due to the criteria requiring each idiom to be present in at least two of the four idiom dictionaries.
Thesis Lexical Trends in Young Adult Literature: A Corpus-Based
27 Even with these limitations, there are studies that have focused on a specific subset of fiction
28 These studies often make interesting qualitative observations about the nature of the YA register, but lack a quantitative element
29 These studies can be useful for finding features we would like to measure quantitatively
30 One notable study examined the eye-movements of four-year-olds who were read an illustrated story multiple times (Evans & Saint-aubin,
Thesis Program and Classroom Factors Affecting Attendance Patterns for
Hispanic Participants in Adult ESL Education
31 One frequent fault in investigations has been an oversimplification of the problem of student participation
32 The model is distinctive in that it places equal emphasis on both psychological and social variables
33 Pertinence to context aside, Tinto’s model has come under heavy criticism for other reasons
To drive positive change, institutions must recognize that the actions of teachers and administrators, along with existing policies, procedures, and institutional culture, significantly influence student persistence and can be modified to support their success.
35 Suffice it to say, Tinto’s model has contributed to an understanding of dropout behavior, but it does not represent a holistic explanation
36 The model has served as a foundation for substantial research, but more recent work (some of which is cited above) has yielded important insights that warrant consideration
37 With reference to other research, Seidman (2005) developed a promising mediating formula that places responsibility for helping students persist on teachers, staff, and administrators
38 It is helpful to clarify that not all negative forces or factors affect student motivation in the same way
39 Jilg (2008) gave a meaningful overview of factors that affect adult students’ motivation and their decisions to drop out or re-enroll in L2 courses
40 He (Jilg) gave a helpful summary of his conception of the subfactors falling into each category
41 Another noteworthy piece of research addressing the dropout problem was conducted by Rowsell (1990)
42 Difficulty, perceived irrelevance, boredom, and frustration were all salient in the students’ responses
43 It could be argued that a second instance would have given a much better indication as to why they ultimately chose to drop out
This study collected significant data regarding students' perceptions of classroom activities, highlighting whether these perceptions were positive or negative However, it did not reach definitive conclusions about which specific perceptions were more likely to contribute to student dropout rates.
Thesis Rethinking Vocabulary Size Tests: Frequency versus Item Difficulty
Research indicates that a learner's vocabulary size and the variety of words they know significantly impact their proficiency in a second language (Hazenberg & Hulstijin, 1996; Laufer, 1992; Nation).
1990, 2006; Schonell, Meddletion, Shaw, Routh, Popham, Gill, Mackrell, & Stephen, 1956; Sutarsyah, Nation, & Kennedy, 1994)
46 Other studies, too, have shown similar results to the ones summarized here, also validating vocabulary size as a means of placement (Meara, 1992; Read, 2000; Schmitt, 1994)
The significant correlations observed in this study are underscored by the large participant pool and the fact that the TOEFL is one of the most recognized and validated tests for assessing English proficiency globally.
48 Milton and Alexiou (2009) designed a rather complex study investigating a total of 575 learners
A vocabulary size assessment significantly accounts for a large portion of the variance in widely-accepted language proficiency standards across various schools, countries, and languages.
50 However, despite the lack of consistency amongst the findings of some researchers, close examination of the body of literature taken as whole, general trends can be found
Numerous studies have consistently demonstrated a positive correlation between vocabulary size and depth, highlighting the importance of both dimensions in language acquisition (Laufer & Goldstein, 2004; Milton & Hopkins, 2006; Milton, Wade, & Hopkins, 2010; Shimamoto, 2000; Schmitt & Meara, 1997; Schmitt & Zimmerman, 2002; Vermeer, 2001; Webb, 2008).
52 Testing vocabulary is challenging because defining word knowledge is much more complex than simply testing the link between word form and word meaning
53 The studies in the previous section correlating different aspects of vocabulary become more meaningful when taken in this light
54 This is an important finding because many of the more popular types of vocabulary size group words together by word families
Researchers must exercise caution when assessing vocabulary size, as knowing one word in a family does not guarantee familiarity with other morphologically related words.
56 However, even in c-tests, it is difficult to create items where one and only one response is possible, which makes scoring these test items difficult