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1
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Comparative Genre Analysis of Research Article Abstracts in More and Less Prestigious Journals: Linguistics Journals in Focus

100%
El-Dakhs D. A. S., Prince Sultan University S. A., ddakhs@psu.edu.sa
Research in Language
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2018
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vol. 16
|
issue 1
EN
The current study compares the rhetorical structure and metadiscourse of research article abstracts in more and less prestigious journals in Linguistics. To this end, 200 abstracts from peer-reviewed Linguistics journals that are indexed in the Web of Science and Scopus were compared with 200 abstracts extracted from peer-reviewed Linguistics journals that are not indexed in either of these two highly ranked databases. Using Hyland’s (2000) model of move analysis and Hyland’s (2005) taxonomy of metadiscourse, the study reveals that abstracts in less prestigious journals typically include longer moves for introduction, purpose and method while abstracts in more prestigious journals include significantly lengthier findings. As for metadiscourse, abstracts in less prestigious journals employ significantly more transitions, frame markers and evidentials whereas the abstracts in more prestigious journals exhibit higher use of code glosses, hedges, boosters and self-mentions. The results are interpreted with reference to the types of journals, and pedagogical implications and new research directions are proposed.
2
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Comparative Genre Analysis of Research Article Abstracts in More and Less Prestigious Journals: Linguistics Journals in Focus

100%
El-Dakhs D. A. S.
Research in Language
|
2018
|
vol. 16
|
issue 1
47-63
EN
The current study compares the rhetorical structure and metadiscourse of research article abstracts in more and less prestigious journals in Linguistics. To this end, 200 abstracts from peer-reviewed Linguistics journals that are indexed in the Web of Science and Scopus were compared with 200 abstracts extracted from peer-reviewed Linguistics journals that are not indexed in either of these two highly ranked databases. Using Hyland’s (2000) model of move analysis and Hyland’s (2005) taxonomy of metadiscourse, the study reveals that abstracts in less prestigious journals typically include longer moves for introduction, purpose and method while abstracts in more prestigious journals include significantly lengthier findings. As for metadiscourse, abstracts in less prestigious journals employ significantly more transitions, frame markers and evidentials whereas the abstracts in more prestigious journals exhibit a higher use of code glosses, hedges, boosters and self-mentions. The results are interpreted with reference to the types of journals, and pedagogical implications and new research directions are proposed.
3
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Writer-reader interaction in L2 learner academic discourse: Reader engagement in Czech students’ Master’s theses

100%
Dontcheva-Navrátilová O.
Linguistica Pragensia
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2023
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vol. 33
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issue 2
117-135
EN
This article investigates writer-reader interaction in L2 (Czech) learner academic discourse with a specific focus on reader engagement in English-medium Master’s theses in the humanities. The study draws on Hyland and Jiang’s (2016) model of engagement. It aims to reveal how Czech graduates use features of engagement (such as reader reference, appeals to shared knowledge, directives and questions) to establish solidarity with readers by acknowledging their presence and negotiating potential alternative views. The contrastive corpus-based analysis compares a corpus of Czech English-medium Master’s theses with two reference L1 corpora representing learner and published academic discourse to explore the impact of linguacultural background, expertise and discipline on the frequency of use and functions of engagement markers. The findings suggest notable variations in the realization patterns and functions of engagement markers across the corpora. It is observed that Czech graduates tend to underuse reader reference and questions, while overusing directives. Moreover, they generally struggle to approximate disciplinary patterns of engagement markers. This trend might reflect students’ limited awareness of academic rhetorical conventions, their efforts to blend L1 and L2 academic norms, and the unique context of addressing an audience within the examination framework of the Master’s thesis.
4
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Are we visible? An interdisciplinary data-based study of self-mention in research articles

100%
Khedri M.
Poznań Studies in Contemporary Linguistics
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2016
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vol. 52
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issue 3
403-430
EN
Research articles have often materialized through the use of impersonal objective strategies viz. abstract rhetors, passive constructions, and nominalizations. However, intrusive or subjective strategies, such as self-mentions, appear to integrate impersonal structures. As a rhetorical strategy to explicitly portray authorial selves, self-mentions help writers to project themselves into the discourse by marketing themselves and demarcating their original contribution to the field. Here, an interdisciplinary approach was adopted to examine explicit authorial presence in a comparable corpus of 40 research articles in applied linguistics, psychology, environmental engineering, and chemistry by taking into consideration: (i) the frequency of using exclusive first person plural pronouns (we, our, us, and ours); and (ii) the writers’ rhetorical functions of pronoun use. The results showed that there are interdisciplinary variations in the frequency and use of self-reference, particularly once the soft disciplines are set against the hard ones. The differing results across the datasets reflect the susceptibility of authorial presence to the rhetorical cultures conditioned by the discipline to which the writers belong. The current results are expected to broaden our understanding of disciplinary variations towards self-mentions usage in academic writings in the four communities, particularly in the under-researched disciplines of environmental engineering and chemistry.
5
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Expert-Like Use of Hedges and Boosters in Research Articles Written by Polish and English Native-Speaker Writers

86%
Hryniuk K., University of Warsaw W., k.hryniuk@uw.edu.pl
Research in Language
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2018
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vol. 16
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issue 3
EN
The present study compares the use of main interpersonal metadiscourse markers - hedges and boosters - in a corpus of 40 research articles from the area of applied linguistics, written in English by native speakers and Polish writers. Used as communicative strategies, these words and expressions increase (boosters) or reduce (hedges) the force of arguments. In order to gain an in-depth insight and to achieve greater precision, in the analysis the author utilizes a concordance tool WordSmith 6.0 (Scott 2012). The results point to important discrepancies in the usage of these text features by authors representing different native languages and cultures. The study has important implications for developing competence in writing for publication in English as a Foreign Language.
6
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Expert-Like Use of Hedges and Boosters in Research Articles Written by Polish and English Native-Speaker Writers

86%
Hryniuk K.
Research in Language
|
2018
|
vol. 16
|
issue 3
263-280
EN
The present study compares the use of main interpersonal metadiscourse markers - hedges and boosters - in a corpus of 40 research articles from the area of applied linguistics, written in English by native speakers and Polish writers. Used as communicative strategies, these words and expressions increase (boosters) or reduce (hedges) the force of arguments. In order to gain an in-depth insight and to achieve greater precision, in the analysis the author utilizes a concordance tool WordSmith 6.0 (Scott 2012). The results point to important discrepancies in the usage of these text features by authors representing different native languages and cultures. The study has important implications for developing competence in writing for publication in English as a Foreign Language.
7

Conceptions of Speech Acts in the Theory and Practice of Argumentation: A Case Study of a Debate About Advocating

86%
Goodwin J.
Studies in Logic, Grammar and Rhetoric
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2014
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vol. 36
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issue 1
79-98
EN
Far from being of interest only to argumentation theorists, conceptions of speech acts play an important role in practitioners’ self-reflection on their own activities. After a brief review of work by Houtlosser, Jackson and Kauffeld on the ways that speech acts provide normative frameworks for argumentative interactions, this essay examines an ongoing debate among scientists in natural resource fields as to the appropriateness of the speech act of advocating in policy settings. Scientists’ reflections on advocacy align well with current scholarship, and the scholarship in turn can provide a deeper understanding of how to manage the communication challenges scientists face.
8
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Addressing and Acknowledging Readers and Writers. Exploring Metadiscourse in Opinion Writing Online

72%
Biri Y.
Półrocznik Językoznawczy Tertium
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2018
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vol. 3
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issue 1
PL
Skutecznie napisana opinia powinna w przekonujący sposób przedstawiać punkt widzenia autora, ale też i angażować czytelnika. To, czy autor czyni więcej odniesień do swoich punktów widzenia czy do czytelnika zależy od kontekstu pojawienia się danego tekstu. Metadyskurs stanowi pragmatyczną strukturę jawnych strategii lingwistycznych wykorzystywanych do tworzenia odniesień do czytelnika, do autora i do ich sądów, jak również tworzenia odniesień do organizacji tekstualnej. W niniejszym artykule wykorzystano metodę wielowymiarowej analizy (Multi-Dimensional Analysis) do zbadania statystycznie istotnych wzorców korelacji między znacznikami metadyskursowymi. Badanie specjalistycznego korpusu pisania online opinii po angielsku przez (pół) profesjonalnych autorów (285 000 słów) wyłoniło cztery wzorce. W zaproponowanej tu interpretacji reprezentują one strategie autorów, mające na celu zdefiniowanie relacji między nimi samymi, czytelnikiem a tematem. Mimo zazębiania się i istnienia tendencji międzygatunkowych, użycie metadyskursu jest w pewnym stopniu zdeterminowane przez obowiązujące normy podgatunku tekstu – tutaj, na przykład określenie czy platforma publikacji jest blogiem, portalem z wiadomościami lub stroną internetową gazety drukowanej. Blogi zazwyczaj wykorzystują strategię nakierowaną na autora, z większą ilością auto-odniesień. Z kolei portale informacyjne stosują strategię zorientowaną na czytelnika, lub też strategię solidarnościową, łączącą czytelnika i autora w inkluzyjnym zaimku "my". Wyniki badania mogą mieć wartość zarówno w zrozumieniu dziennikarskich gatunków internetowych, jak i dla rozwoju ram metadyskursywnych.
EN
Effective opinion writing should present the author’s viewpoint in a convincing way but also engage the reader. Whether the author makes more references to their own viewpoints or to the reader is determined by the context of the text. Metadiscourse is a pragmatic framework of explicit linguistic devices used to make references to the reader, the writer and their evaluations, as well as references to the textual organisation. This paper employs the corpus-driven method Multi-Dimensional Analysis to study statistically significant correlation patterns between metadiscourse markers. Four patterns emerge from a specialized corpus of opinion writing online in English by (semi-)professional writers (285,000 words). The patterns are here thought to represent writers’ strategies to define the relationship between themselves, the reader and the topic. While there are some overlaps and cross-genre tendencies, the metadiscoursal style is to some extent be determined by the prevailing norms of the sub-genre of the text – here, whether the publication platform is a blog, a news site, or the website of a print-newspaper. Blogs tend use a writer-oriented strategy with more self-mentions, and news sites a reader-oriented strategy or a solidarity strategy uniting the reader and writer under a shared “we”-pronoun. The results of the study may be of value both in understanding the journalistic online genres and for the development of the metadiscourse framework.
9

Literary Competence of Future Philology Teachers’ Professional Development (Based on the Educational Experience of Germany)

72%
Bazyl L.
Comparative Professional Pedagogy
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2015
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vol. 5
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issue 1
52-59
EN
The author performs a theoretical analysis of the educational experience in philology teachers’ professional training in Germany in the context of solving scientific problem of literary competence development. Internal and external factors of this process have been determined both by socio-political realities, economic, philosophical, cultural, psychological factors, and the dynamics of the literary process in developed countries, content diversity of literary studies, methodological, aesthetic, methodological factors of mastering literature process have been emphasized. Particular attention has been paid to designing strategies for studying modern literature based on Bourdieu’s theory providing a detailed understanding of specific contexts and holistic understanding of the literary field due to metadiscourse analysis. Through the use of empirical data the process of literary field theory establishing in the German literature study has been explained, attention has been focused on reviewing the G. Grass’ latest novel by literary critics under the influence of external and internal factors of literary process development that specifies educational process of literary competence development.
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