Stance and engagement in OASIS and scientific abstracts: A comparative study

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes Pub Date : 2025-05-02 DOI:10.1016/j.esp.2025.04.003

Xiaoyan Wang , Ting Zeng , Ju Wen

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引用次数: 0

Abstract

The Open Accessible Summaries in Language Studies (OASIS) summaries are concise, one-page summaries written in accessible, non-technical language to facilitate the dissemination of language-related scientific research to a broader audience. The emergence of OASIS summaries represents a shift from traditional academic discourse found in scientific abstracts to a more inclusive and accessible format. This study presents a cross-genre analysis comparing OASIS summaries with their corresponding scientific abstracts in language-related studies. Drawing from two self-compiled corpora comprising OASIS summaries and scientific abstracts sampled from six journals, we examined the prevalence of stance and engagement markers across both genres. Our analysis revealed that hedges were the most prevalent stance marker, while directives were the most frequent engagement markers in both corpora. Notably, OASIS summaries showed an overall higher occurrence of both stance and engagement markers compared to scientific abstracts. These findings not only shed light on the distinctive rhetorical features of OASIS summaries but also offer valuable insights for researchers and practitioners developing accessible research summaries for language studies.

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OASIS与科学摘要的立场与参与：比较研究

“语言研究开放获取摘要”（OASIS）是一种简洁的一页摘要，用易于理解的非技术语言编写，旨在促进与语言相关的科学研究向更广泛的受众传播。OASIS摘要的出现代表了从科学摘要中的传统学术话语向更包容和更易于理解的格式的转变。本文通过跨体裁的分析，比较了语言相关研究中OASIS摘要与其相应的科学摘要。我们从两个自编的语料库（包括OASIS摘要和从六种期刊中抽取的科学摘要）中分析了立场和参与标记在这两种类型中的流行程度。我们的分析显示，在两个语料库中，模糊限制语是最普遍的立场标记，而指示语是最常见的敬业标记。值得注意的是，与科学摘要相比，OASIS摘要显示立场和参与标记的总体发生率更高。这些发现不仅揭示了OASIS摘要的独特修辞特征，而且为研究人员和实践者开发易于理解的语言研究摘要提供了宝贵的见解。

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

English for Specific Purposes LINGUISTICS-

CiteScore

5.70

自引率

8.00%

发文量

审稿时长

62 days

期刊介绍： English For Specific Purposes is an international peer-reviewed journal that welcomes submissions from across the world. Authors are encouraged to submit articles and research/discussion notes on topics relevant to the teaching and learning of discourse for specific communities: academic, occupational, or otherwise specialized. Topics such as the following may be treated from the perspective of English for specific purposes: second language acquisition in specialized contexts, needs assessment, curriculum development and evaluation, materials preparation, discourse analysis, descriptions of specialized varieties of English.