A Comparative Study of Metadiscoursal Features in English Research Article Abstracts in Hard Disciplines

Autor/inn/en	Wei, Jing; Duan, Jing
Titel	A Comparative Study of Metadiscoursal Features in English Research Article Abstracts in Hard Disciplines
Quelle	In: Arab Journal of Applied Linguistics, 4 (2019) 1, S.1-37 (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2490-4198
Schlagwörter	Native Language; Chinese; Physical Sciences; English for Academic Purposes; Academic Language; Second Language Learning; Discourse Analysis; Contrastive Linguistics; Language Usage; Writing (Composition); Authors; Documentation; Research Reports; English (Second Language); Foreign Countries; Professional Identity; China + Suchen Sie Ihr Suchwort? China; Chinesen; Natural sciences; Naturwissenschaften; Naturwissenschaft; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Zweitsprachenerwerb; Diskursanalyse; Linguistics; Kontrastive Linguistik; Sprachgebrauch; Schreibübung; Author; Autor; Autorin; Dokumentation; Research report; Forschungsbericht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland
Abstract	This study investigates how L1 Chinese scholars in hard science disciplines use metadiscourse in their English academic writing, by comparing the deployment of metadiscoursal resources written by L1 Chinese and L1 English scholars. Hyland's (2005) interpersonal model of metadiscourse was adopted for the analysis. We found that L1 Chinese scholars used less metadiscoursal resources than L1 English scholars on the whole. In the two dimensions of interaction, L1 Chinese scholars made more use of interactive devices, while L1 English scholars used more interactional items. This reflects that L1 Chinese scholars made greater efforts to guide the readers through their papers, and that L1 English scholars are more concerned with creating author identity and engaging their readers. The t-tests confirmed that L1 Chinese scholars used significantly more code glosses in interactive metadiscourse and less self-mentions in interactional metadiscourse. An in-depth analysis reveals two functions of code glosses and five functions of self-mentions in RA abstracts. (As Provided).
Anmerkungen	Faculty of Human and Social Sciences of Tunis, Tunisia. 94 BD du 9 Avril Tunis 1007, Tunisia. Tel: 216-71564797; Fax: 216-567551; Web site: http://www.arjals.com/ojs/index.php/Arjals2016
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01