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Abstract：
Scholars have underscored the importance of raising students\' awareness and understanding of stance-taking in academic writing. However, studies on the effects of the pedagogical intervention are just a few. To strengthen this line of inquiry, this paper reports on an intervention study with explicit instruction of stance metalanguage based on the Systemic Functional Linguistics (SFL) Engagement framework and its effects on EFL students\' perceptions of stance as well as on their beliefs about academic writing. A treatment group (n = 26) and a comparison group (n = 24) were involved. An eight-week writing intervention was provided in the treatment group, while the comparison group received regular curriculum-based instruction. Data from multiple sources were collected prior to and after the writing intervention, including two five-point Likert-scale questionnaires, semi-structured interviews, and reflective journals, to examine possible changes in students\' self-reported perceptions of stance and writing beliefs. Results showed that the intervention was effective in enhancing students\' stance awareness and transactional writing beliefs. Qualitative results further revealed that while the comparison group retained a preference for tentative stance after the writing instruction, intending to avoid potential challenges from readers, the treatment group exhibited a shift in preference for assertive stance valuing the strengths of claims. The treatment group further exhibited an inclination to adopt a wider range of stance options for various rhetorical purposes. Pedagogical suggestions are discussed.
摘要：
学者们强调了提高学生对学术写作立场的认识和理解的重要性。然而,关于教育干预效果的研究只是少数。要加强这条调查线,本文报道了一项基于系统功能语言学（SFL）参与框架的立场元语言明确指导的干预研究及其对EFL学生的立场感知以及对学术写作的信念的影响。包括治疗组（n=26）和对照组（n=24）。治疗组进行了为期8周的书写干预，而对照组则接受定期的基于课程的指导。在写作干预之前和之后，收集了来自多个来源的数据，包括两个五点李克特量表问卷，半结构化面试,和反思期刊，检查学生自我报告的立场和写作信念的可能变化。结果表明，干预措施有效地增强了学生的立场意识和交易性写作信念。定性结果进一步显示，虽然对照组在写作指导后保留了对暂定立场的偏好，为了避免读者的潜在挑战，治疗组表现出对评估主张优势的自信立场的偏好转变.治疗组进一步表现出倾向于出于各种修辞目的采用更广泛的立场选择。讨论了教学建议。
