同一期刊,不同实践:基于语料库的《应用语言学》互动元话语研究

One Journal,Different Practices:A Corpus-Based Study of Interactive Metadiscourse in Applied Linguistics

研究论文是学者与学科社群沟通的主要媒介,但少有研究关注在一份期刊内,不同研究主题的写作实践在多大程度上存在差异。本研究通过比较《应用语言学》期刊语言习得和话语分析论文中互动元话语的使用情况,弥补这一不足。基于每个研究主题30篇研究论文的语料库,结果显示,语言习得领域的作者显著更频繁地使用增加性和结果性过渡标记语、重述语和非嵌入式引用,而话语分析者更倾向于使用例证、线性和非线性引用以及主题转换。这些差异都可以归因于学科研究范式的特点,这导致了学术写作中不同的知识构建和互动模式。研究结果为元话语在构建学科知识的修辞功能提供了实证证据,并对学术英语教师提供了教学意义,帮助应用语言学学者更好地了解国际发表的语言特点。

Research articles are a primary medium for scholars to communicate with disciplinary community,but there is little evidence suggesting how much writing practices on different research subjects within a discipline diverge in a single journal.This study remedies the oversight by comparing the use of interactive metadiscourse in the papers of Applied Linguistics on language acquisition and discourse analysis.Based on a corpus of 30 research articles on each research subject,results show that writers in language acquisition make a significantly more frequent use of additive and consequential transitional markers,reformulators,and non-integral citations.However,discourse analysts prefer to invest in exemplifiers,linear and non-linear references and topic shifts.All the differences can be attributable to the characteristics of disciplinary research paradigms,which lead to different knowledge-making and interactive patterns in academic writing.The findings offer empirical evidence to the rhetorical function of metadiscourse in constructing disciplinary knowledge,and raise pedagogical implications for EAP instructors to help scholars in applied linguistics increase international publications.