Disciplinary and gender-based variations: A frame-based analysis of interest markers in research articles

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes Pub Date : 2023-04-01 DOI:10.1016/j.esp.2022.12.006

Qian Wang , Guangwei Hu

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引用次数: 0

Abstract

Linguistic expressions of interest as emotive responses are not uncommon in academic discourse but have hardly attracted any research attention. This paper reports on a study designed to examine how the deployment of such expressions in academic writing is mediated by an academic author's disciplinary background and gender. Drawing on a semantic frame developed for interest markers found in a corpus of 640 research articles sampled from four disciplines, corpus-based quantitative analyses were conducted on the incidence of the various elements of the Interest frame. Text-based interviews were also conducted with 16 disciplinary informants to explore considerations behind their use of interest markers. The corpus analyses found that although discipline and gender did not reliably predict academic authors' overall use of interest markers, they were robust predictors of several frame elements. The analyses of the interview data revealed that the observed quantitative differences were related to disciplinary knowledge-making practices, knowledge/knower epistemological orientations prevailing in the disciplines, gender-preferential discursive practices and an author's relative status in academia.

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学科和性别差异：基于框架的研究文章兴趣标记分析

兴趣作为情感反应的语言表达在学术话语中并不罕见，但几乎没有引起任何研究的关注。本文报告了一项研究，旨在研究这些表达在学术写作中的部署如何受到学术作者的学科背景和性别的调解。利用从四个学科中抽取的640篇研究论文的语料库中为兴趣标记开发的语义框架，基于语料库的定量分析了兴趣框架中各种元素的发生率。我们还对16名纪律举报人进行了基于文本的访谈，以探讨他们使用兴趣标记背后的考虑因素。语料库分析发现，虽然学科和性别不能可靠地预测学术作者对兴趣标记的总体使用，但它们是几个框架元素的稳健预测因子。访谈数据分析表明，所观察到的数量差异与学科知识制造实践、学科中普遍存在的知识/知识者认识论取向、性别偏好的话语实践以及作者在学术界的相对地位有关。

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.