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Engagement in Doctoral Dissertation Discussion Sections Written by English Native Speakers
Journal of English for Academic Purposes ( IF 2.811 ) Pub Date : 2020-05-01 , DOI: 10.1016/j.jeap.2020.100851
Zahra Loghmani , Behzad Ghonsooly , Mohammad Ghazanfari

Abstract Academic writing is seen as an attempt to involve interaction between writers and readers; hence, academics are required to not only produce texts representing external realities but also use language to recognize, build and exchange social relations. The present study was conducted to analyze how native English speaker, Ph.D. students in the field of TEFL position their texts intertextually when writing their doctoral dissertations’ discussion sections. To this end, ten discussion sections were selected and meticulously analyzed based on the Engagement subsystem of the Appraisal Framework. The frequency of occurrence of every dialogic Engagement resource was identified, and its functionalities were explicated and exemplified. The results indicated that the examined writers used various dialogic resources to engage themselves in dialogue with their potential interlocutors. They also preferred to limit the possibility of being rejected or challenged by using dialogically contractive Engagement resources more than dialogically expansive ones.

中文翻译:

参与英语母语者撰写的博士论文讨论部分

摘要 学术写作被视为涉及作者和读者之间互动的尝试;因此,学术界不仅需要制作代表外部现实的文本,而且还需要使用语言来识别、建立和交流社会关系。本研究旨在分析以英语为母语的博士如何。TEFL 领域的学生在撰写博士论文的讨论部分时会互文地定位他们的文本。为此,基于评估框架的参与子系统,选择并精心分析了十个讨论部分。确定了每个对话参与资源的出现频率,并说明和举例说明了其功能。结果表明,受检作者使用各种对话资源与潜在对话者进行对话。他们还倾向于通过使用对话收缩的参与资源而不是对话扩展的资源来限制被拒绝或挑战的可能性。
更新日期:2020-05-01
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