Recursos de valoración en textos promocionales hablados: Principiantes frente a profesionales del marketing
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Resumen
Este artículo tiene como objetivo describir cómo los especialistas en marketing principiantes y profesionales utilizan los recursos de evaluación en sus textos promocionales hablados. Los datos se obtuvieron a partir de la actuación de profesionales y principiantes en la presentación de textos promocionales orales y se analizaron utilizando el marco de la teoría de la valoración de Martin y White (2005). Los resultados de la investigación revelaron que ambos profesionales del marketing presentaban similitudes y diferencias en el uso de los recursos de valoración. En términos de similitud, ambos profesionales utilizaron recursos actitudinales, en particular recursos de apreciación. En cuanto a las diferencias, los noveles tenían menos tipos de recursos de valoración que el vendedor profesional; el profesional principiante también tenía menos elementos léxicos para demostrar su postura evaluativa que el profesional con más expertise. El profesional novel tiende a crear textos persuasivos con una estructura menos rígida. Los resultados de la investigación sugieren que los profesores de ESP deberían proporcionar estrategias de andamiaje para que los alumnos practiquen el uso de recursos valorativos adecuados para crear un texto persuasivo potente.
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Ni Putu Era Marsakawati, N. P. E. M., & Yonata, F. (2024). Recursos de valoración en textos promocionales hablados: Principiantes frente a profesionales del marketing. Language Value, 17(1). https://doi.org/10.6035/languagev.7626
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Deng, L., Laghari, T., & Gao, X. (2021). A genre-based exploration of intertextuality and interdiscursivity in advertorial discourse. English for Specific Purposes, 62, 30-42. https://doi.org/10.1016/j.esp.2020.11.003
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Ho, V., & Suen, A. (2017). Promoting a city’s core values using evaluative language. International Journal of Applied Linguistics (United Kingdom), 27(1), 286-308. https://doi.org/10.1111/ijal.12131
Hood, S. (2004). Appraisal research: Taking a stance in academic writing (Unpublished Doctoral Dissertation). University of Technology, Sydney, Sydney.
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Miller, R. T., Mitchell, T. D., & Pessoa, S. (2014). Valued voices: Students’ use of Engagement in argumentative history writing. Linguistics and Education, 28, 107-120.
Mills, K. A., & Stone, B. G. (2020). Multimodal attitude in digital composition: Appraisal in elementary English. Research in the Teaching of English, 55(2), 160-186.
Mills, K., & Dooley, K. (2014). Teaching persuasive texts: Building a language of evaluation through hedging and moderated intensification. Literacy Learning: The Middle Years, 22(3), 33-41.
Morton, T., & Llinares, A. (2018). Students’ use of evaluative language in L2 English to talk and write about history in a bilingual education programme. International Journal of Bilingual Education and Bilingualism, 21(4), 496-508. https://doi.org/10.1080/13670050.2016.1192101
Ngo, T., Unsworth, L., & Feez, S. (2012). Special conference edition of TESOL in Context. In R. Jackson (Ed.), TESOL in context (pp. 1–10). Australian Council of TESOL association.
Noprianto, E. (2017). Student’s descriptive text writing in SFL perspectives. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 2(1), 65-81. https://doi.org/10.21093/ijeltal.v2i1.53
Purnamasari, D., Hidayat, D. N., & Kurniawati, L. (2021). An analysis of students’ writing skills on English descriptive text. English Education: Jurnal Tadris Bahasa Inggris, 14(1), 101-114. https://doi.org/10.24042/ee-jtbi.v14i1.7943
Puspita, D., & Pranoto, B.E. (2021). The attitude of Japanese newspaper in narrating disaster events: Appraisal in critical discourse study. SIELE: Studies in English Language and Education, 8 (2), 796-817. https://doi.org/10.24815/siele.v8i2.18368
Qian, J., & Law, R. (2021). Examination of website language strategies adopted by five-star hotels in China: A corpus approach. Journal of Theoretical and Applied Electronic Commerce Research, 16(4), 1066-1078. https://doi.org/10.3390/jtaer16040060
Thu, D. Q. A. (2021). Adjectives in destination promotion texts. Indonesian Journal of EFL and Linguistics, 6(1), 187-199. https://doi.org/10.21462/ijefl.v6i1.354
Unsworth, L., & Mills, K. A. (2020). English language teaching of attitude and emotion in digital multimodal composition. Journal of Second Language Writing, 47, 100712. https://doi.org/10.1016/j.jslw.2020.100712
Widodo, H. P. (2015). The development of vocational English materials from a social semiotic perspective: Participatory action research (Unpublished Doctoral Dissertation). University of Adelaide, Adelaide, Australia.
Wu, G. (2018). Official websites as a tourism marketing medium: A contrastive analysis from the perspective of appraisal theory. Journal of Destination Marketing & Management, 10, 164-171. https://doi.org/10.1016/j.jdmm.2018.09.004
Xie, C., & Teo, P. (2020). Institutional self-promotion: A comparative study of appraisal resources used by top-and second-tier universities in China and America. Higher Education, 80, 353–371. https://doi.org/10.1007/s10734-019-00483-4
Xu, X., & Nesi, H. (2019). Differences in engagement: A comparison of the strategies used by British and Chinese research article writers. Journal of English for Academic Purposes, 38, 121–134. https://doi.org/10.1016/j.jeap.2019.02.003
Yang, Y. (2016). Appraisal resources in Chinese college students’ English argumentative writing. Journal of Language Teaching and Research, 7(5), 1002. https://doi.org/10.17507/jltr.0705.23
Yu, S. (2021). Giving genre-based peer feedback in academic writing: Sources of knowledge and skills, difficulties and challenges. Assessment & Evaluation in Higher Education, 46(1), 36-53. https://doi.org/10.1080/02602938.2020.1742872
Yuliana, D., & Gandana, I. S. S. (2018). Writers’ voice and engagement strategies in students’ analytical exposition texts. Indonesian Journal of Applied Linguistics, 7(3), 613-620. https://doi.org/10.17509/ijal.v7i3.9812
Agustien, H. I. R. (2016). Teaching English grammar in Asian contexts. In W.A. Renandya & H.P. Widodo (Eds). English Language Teaching Today: Linking Theory and Practice (pp. 209-226).Springer.
Alexandrescu, M-B., & Milandru, M. (2018). Promotion as a form of communication of the marketing strategy. Land Forces Academy Review, 4(92), 268-274.
Alghazo, S., Al Salem, M. N., & Alrashdan, I. (2021). Stance and engagement in English and Arabic research article abstracts. System, 103, 102681. https://doi.org/10.1016/j.system.2021.102681
Alramadan, M. M. (2020). The use of engagement resources in English, Arabic, and EFL applied linguistics research: A contrastive study within an appraisal theoretic perspective. In E.Y. Ezza & T. Drid (Eds.), Teaching academic writing as a discipline-specific skill in higher education (pp. 23–54). IGI Global.
Bhatia, V. K. (2014). Analysing genre: Language use in professional settings. Routledge.
Coffin, C. (2004). Arguing about how the world is or how the world should be: The role of argument in IELTS tests. Journal of English for Academic Purposes, 3(3), 229-246.
Deng, L., Laghari, T., & Gao, X. (2021). A genre-based exploration of intertextuality and interdiscursivity in advertorial discourse. English for Specific Purposes, 62, 30-42. https://doi.org/10.1016/j.esp.2020.11.003
Drisko, J. W., & Maschi, T. (2016). Content analysis. Pocket guide to social work research methods. Oxford University Press.
Eggins, S., & Slade, D. (1997). Analyzing Casual Conversation. Creative Print and Design Wales.
Fitriati, S. W., & Solihah, Y. A. (2019). Non-native writers and the use of appraisal resources in research article introductions. Indonesian Journal of Applied Linguistics, 8(3), 638-645. https://doi.org/10.17509/ijal.v8i3.15265
Halliday, M. A. K., & Matthiessen, C. (2004). An introduction to functional grammar third edition. Edward Arnold.
Ho, N. K. M. (2019). Evaluation in English and Chinese marketing communications: An adaptation of the Appraisal framework for the genre of luxury fashion promotional texts (Unpublished Doctoral Dissertation). Heriot-Watt University.
Ho, V., & Suen, A. (2017). Promoting a city’s core values using evaluative language. International Journal of Applied Linguistics (United Kingdom), 27(1), 286-308. https://doi.org/10.1111/ijal.12131
Hood, S. (2004). Appraisal research: Taking a stance in academic writing (Unpublished Doctoral Dissertation). University of Technology, Sydney, Sydney.
Hyland, K. (2019). Second language writing. Cambridge University Press.
Isti’anah, A. (2020). (Re) evaluating language attitudes on Indonesian tourism website: A study on ecolinguistics. Studies in English Language and Education, 7(2), 622-641. https://doi.org/10.24815/siele.v7i2.16683
Istianah, A., & Suhandano, S. (2022). Appraisal patterns used on the Kalimantan tourism website: An ecolinguistics perspective. Cogent Arts & Humanities, 9(1), 2146928. https://doi.org/10.1080/23311983.2022.2146928
Kang, N. (2015). On the construction of evaluative meanings in English tourist discourse from the perspective of graduation system. International Conference on Education, Management and Information Technology, 604-609. https://doi.org/10.2991/icemit-15.2015.126
Krippendorff, K. (2018). Content analysis: An introduction to its methodology. Sage Publications.
Kristina, D., Hashima, N., & Hariharan. (2017). A genre analysis of promotional texts in an Indonesian batik industry. Indonesian Journal of Applied Linguistics, 7(2), 425-435. https://doi.org/10.17509/ijal.v7i2.8351
Liu, X. (2013). Evaluation in Chinese university EFL students’ English argumentative writing: An appraisal study. Electronic Journal of Foreign Language Teaching, 10(1), 40-53.
Martin, J. R., & White, P. R. R. (2005). The Language of evaluation: Appraisal in English. Palgrave Macmillan.
Mendale, B. P., Komariah, E., & Fitriani, S. S. (2019). Analyzing students’ ability in using the language features in writing descriptive text. Research in English and Education Journal, 4(4), 183-189.
Mickan, P. (2012). Language curriculum design and socialization. Multilingual Matters.
Mickan, P. (2017). Text-based research and teaching from a social semiotic perspective: Transformative research and pedagogy. In Text-based research and teaching (pp. 15-35). Springer.
Miller, R. T., Mitchell, T. D., & Pessoa, S. (2014). Valued voices: Students’ use of Engagement in argumentative history writing. Linguistics and Education, 28, 107-120.
Mills, K. A., & Stone, B. G. (2020). Multimodal attitude in digital composition: Appraisal in elementary English. Research in the Teaching of English, 55(2), 160-186.
Mills, K., & Dooley, K. (2014). Teaching persuasive texts: Building a language of evaluation through hedging and moderated intensification. Literacy Learning: The Middle Years, 22(3), 33-41.
Morton, T., & Llinares, A. (2018). Students’ use of evaluative language in L2 English to talk and write about history in a bilingual education programme. International Journal of Bilingual Education and Bilingualism, 21(4), 496-508. https://doi.org/10.1080/13670050.2016.1192101
Ngo, T., Unsworth, L., & Feez, S. (2012). Special conference edition of TESOL in Context. In R. Jackson (Ed.), TESOL in context (pp. 1–10). Australian Council of TESOL association.
Noprianto, E. (2017). Student’s descriptive text writing in SFL perspectives. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 2(1), 65-81. https://doi.org/10.21093/ijeltal.v2i1.53
Purnamasari, D., Hidayat, D. N., & Kurniawati, L. (2021). An analysis of students’ writing skills on English descriptive text. English Education: Jurnal Tadris Bahasa Inggris, 14(1), 101-114. https://doi.org/10.24042/ee-jtbi.v14i1.7943
Puspita, D., & Pranoto, B.E. (2021). The attitude of Japanese newspaper in narrating disaster events: Appraisal in critical discourse study. SIELE: Studies in English Language and Education, 8 (2), 796-817. https://doi.org/10.24815/siele.v8i2.18368
Qian, J., & Law, R. (2021). Examination of website language strategies adopted by five-star hotels in China: A corpus approach. Journal of Theoretical and Applied Electronic Commerce Research, 16(4), 1066-1078. https://doi.org/10.3390/jtaer16040060
Thu, D. Q. A. (2021). Adjectives in destination promotion texts. Indonesian Journal of EFL and Linguistics, 6(1), 187-199. https://doi.org/10.21462/ijefl.v6i1.354
Unsworth, L., & Mills, K. A. (2020). English language teaching of attitude and emotion in digital multimodal composition. Journal of Second Language Writing, 47, 100712. https://doi.org/10.1016/j.jslw.2020.100712
Widodo, H. P. (2015). The development of vocational English materials from a social semiotic perspective: Participatory action research (Unpublished Doctoral Dissertation). University of Adelaide, Adelaide, Australia.
Wu, G. (2018). Official websites as a tourism marketing medium: A contrastive analysis from the perspective of appraisal theory. Journal of Destination Marketing & Management, 10, 164-171. https://doi.org/10.1016/j.jdmm.2018.09.004
Xie, C., & Teo, P. (2020). Institutional self-promotion: A comparative study of appraisal resources used by top-and second-tier universities in China and America. Higher Education, 80, 353–371. https://doi.org/10.1007/s10734-019-00483-4
Xu, X., & Nesi, H. (2019). Differences in engagement: A comparison of the strategies used by British and Chinese research article writers. Journal of English for Academic Purposes, 38, 121–134. https://doi.org/10.1016/j.jeap.2019.02.003
Yang, Y. (2016). Appraisal resources in Chinese college students’ English argumentative writing. Journal of Language Teaching and Research, 7(5), 1002. https://doi.org/10.17507/jltr.0705.23
Yu, S. (2021). Giving genre-based peer feedback in academic writing: Sources of knowledge and skills, difficulties and challenges. Assessment & Evaluation in Higher Education, 46(1), 36-53. https://doi.org/10.1080/02602938.2020.1742872
Yuliana, D., & Gandana, I. S. S. (2018). Writers’ voice and engagement strategies in students’ analytical exposition texts. Indonesian Journal of Applied Linguistics, 7(3), 613-620. https://doi.org/10.17509/ijal.v7i3.9812