Based on Hyland’s(2005)framework of stance,this study explored the distribution of authorial stance used by undergraduates in their BA thesis.Through two self-built corpora,the result of the study shows that the use ...Based on Hyland’s(2005)framework of stance,this study explored the distribution of authorial stance used by undergraduates in their BA thesis.Through two self-built corpora,the result of the study shows that the use of stance markers in the corpora displays the following sequence:hedges>boosters>attitude markers>self-mentions.Further analysis on each stance marker reveals that undergraduates,as novice academic writers,have some problems with appropriately using stance markers in their academic discourses.The results provide some implications for both student writers and teachers of academic writing.展开更多
Objective:To investigate the distribution of academic conflicts, if any, in medical research articles. Methods:Twenty-seven and 25 medical research articles in the field of internal medicine were selected from English...Objective:To investigate the distribution of academic conflicts, if any, in medical research articles. Methods:Twenty-seven and 25 medical research articles in the field of internal medicine were selected from English and Chinese respectable jour nals, respectively. Then, the speech acts that reflected a conflict between a scientist's knowledge claim and another scientist's knowledge claim were manually searched and recorded in each paper. Data were analyzed using non-parametric Chi-test. Results:There were 123 academic conflicts recorded in the English corpus and 49 Academic Conflicts in the Chinese corpus. Significant difference was observed in the overall frequency of academic conflicts between the English and Chinese medical discourse (p=0.001). Besides, as for the distribution within research articles, introduction and discussion sections were the sections where Academic Conflict speech acts were most likely to occur in both corpra. Conclusion:The Chinese scholars are less likely to criticize peers. Introduction and discussion sections were the sections where Academic Conflict speech acts were most likely to occur. Our results are in agreement with previous results and confirmed the claim that highly different cultures vary in their discourse preferences. Our findings are of pedagogical significance.展开更多
基金supported by the Fundamental Research Funds for the Central Universities(WUT:215217002).
文摘Based on Hyland’s(2005)framework of stance,this study explored the distribution of authorial stance used by undergraduates in their BA thesis.Through two self-built corpora,the result of the study shows that the use of stance markers in the corpora displays the following sequence:hedges>boosters>attitude markers>self-mentions.Further analysis on each stance marker reveals that undergraduates,as novice academic writers,have some problems with appropriately using stance markers in their academic discourses.The results provide some implications for both student writers and teachers of academic writing.
文摘Objective:To investigate the distribution of academic conflicts, if any, in medical research articles. Methods:Twenty-seven and 25 medical research articles in the field of internal medicine were selected from English and Chinese respectable jour nals, respectively. Then, the speech acts that reflected a conflict between a scientist's knowledge claim and another scientist's knowledge claim were manually searched and recorded in each paper. Data were analyzed using non-parametric Chi-test. Results:There were 123 academic conflicts recorded in the English corpus and 49 Academic Conflicts in the Chinese corpus. Significant difference was observed in the overall frequency of academic conflicts between the English and Chinese medical discourse (p=0.001). Besides, as for the distribution within research articles, introduction and discussion sections were the sections where Academic Conflict speech acts were most likely to occur in both corpra. Conclusion:The Chinese scholars are less likely to criticize peers. Introduction and discussion sections were the sections where Academic Conflict speech acts were most likely to occur. Our results are in agreement with previous results and confirmed the claim that highly different cultures vary in their discourse preferences. Our findings are of pedagogical significance.
