A diachronic study of authorial stance in the discussion of Chinese MA theses and published research articles

IF 3.1 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jianping Xie , Jingwen Xie , Gavin Bui
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引用次数: 0

Abstract

Stance-taking in academic writing changes over time in response to individual options and shifting disciplinary, social and cultural practices. The existing literature on stance primarily adopts a synchronic perspective and diachronic studies are scarce. To add to the thin body of literature, this study investigates the changing patterns of authorial stance in the part of discussion of Chinese MA theses and published research articles (RA) over the past 30 years in the discipline of applied linguistics. Two corpora, one consisting of 90 thesis discussions written in English by Chinese MA students from 1991 to 2020, and the other comprising 90 RA discussions from three leading journals in the field from the same time period, were built and retrieved for four major stance resources, namely, hedges, boosters, attitude markers, and self-mentions according to Hyland's (2005b) stance model. Results reveal that Chinese students consistently used fewer stance markers than RA writers across the three decades. The two groups of writers' employment of the four stance resources also displayed distinct changing patterns over the years. The study also unveils problematic demonstration of authorial stance by Chinese students, thus emphasizing the need for explicit instruction on stance-taking in L2 English academic writing.

中国硕士论文与发表研究论文讨论中的作者立场历时性研究
随着时间的推移,学术写作的立场会随着个人选择和学科、社会和文化实践的变化而变化。现有文献对姿态的研究主要采用共时视角,历时性研究较少。为了增加文献的数量,本研究调查了过去30年来应用语言学领域中文硕士论文和发表研究论文讨论部分作者立场的变化模式。根据Hyland (2005b)的立场模型,构建并检索了四个主要立场资源,即模糊限制语、助词、态度标记语和自我提及。两个语料库,一个包括1991年至2020年期间中国硕士研究生的90篇英文论文讨论,另一个包括同一时期该领域三家领先期刊的90篇论文讨论。结果显示,在过去的30年里,中国学生一直比RA作者使用更少的立场标记。两类作家对四种立场资源的使用也呈现出明显的变化规律。该研究还揭示了中国学生在表达作者立场方面存在的问题,从而强调了在第二语言英语学术写作中对作者立场进行明确指导的必要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.60
自引率
13.30%
发文量
81
审稿时长
57 days
期刊介绍: The Journal of English for Academic Purposes provides a forum for the dissemination of information and views which enables practitioners of and researchers in EAP to keep current with developments in their field and to contribute to its continued updating. JEAP publishes articles, book reviews, conference reports, and academic exchanges in the linguistic, sociolinguistic and psycholinguistic description of English as it occurs in the contexts of academic study and scholarly exchange itself.
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