By Kjersti Fløttum
This booklet explores how the voices of authors and different researchers are manifested in educational discourse, and the way the writer handles the polyphonic interplay among those quite a few events. It represents a different research of educational discourse in that it takes a doubly contrastive strategy, concentrating on the 2 elements of self-discipline and language even as. it's in accordance with a wide digital corpus of 450 examine articles from 3 disciplines (economics, linguistics and medication) in 3 languages (English, French and Norwegian). The booklet investigates even if disciplines and languages should be acknowledged to symbolize diverse cultures with reference to individual manifestation within the texts. what's being studied is hence cultural identities as traits in linguistic practices. for almost all of the beneficial properties curious about (e.g. metatext and bibliographical references), the self-discipline issue seems to give a contribution extra strongly to the difference saw than the language issue. despite the fact that, for the various positive factors (e.g. pronouns and negation), the language issue can be fairly powerful.
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Additional resources for Academic Voices: Across Languages and Disciplines
Fredrickson & Swales (1994) present the hypothesis of discourse community pressure, and maintain that this is a variable in text analysis. The greater the competition in a territory, the greater the rhetorical effort authors have to spend in order to create a research space for themselves (ibid: 11). Hence, the way knowledge claims are argued in a crowded field may take a different textual shape than those argued in a more sparsely populated one. A related issue is raised in Melander (1998). In a comparison of scientific article introductions in English and Swedish within the two disciplines of medicine and biology, Melander finds that the medical articles in Swedish are aimed at a different audience (practitioners) than those in English (researchers).
G Carter-Thomas & Rowley-Jolivet 2001; Mauranen 2001b, forthcoming; Swales 2001; RowleyJolivet 2002) represents a clear trend within the field. The widening of the scope of studies involving academic discourse will, however, not solve the methodological problems currently experienced. On the contrary, we must expect the debate on how to accommodate all the possible variables in such studies into a unified framework to become even more intense in the years ahead. 1 Main theoretical approaches As outlined in Chapter 1, our main object of study is person manifestation as realised through voices and roles in the genre of the research article.
The point of view(pov), which is a semantic entity, related to a source 3. the discoursal beings, which are semantic entities that constitute the sources 4. the enunciative relations which relate the pov to the discoursal beings. There are two main enunciative relations – one of responsibility and one of non-responsibility. The responsibility relation is by far the most important. In the negation example (1) above, the locutor is responsible for the negative point of view (pov2). There are several subtypes of relations: for example, semantic-pragmatic relations (argumentative, counter-argumentative, reformulative) and logical-semantic (epistemic, refutative) (see Fløttum 2001b).