Self-mention in L2 (Czech) learner academic discourse: Realisations, functions and distribution across master’s theses

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F23%3A00134185" target="_blank" >RIV/00216224:14410/23:00134185 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.sciencedirect.com/science/article/pii/S1475158523000589" target="_blank" >https://www.sciencedirect.com/science/article/pii/S1475158523000589</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.jeap.2023.101272" target="_blank" >10.1016/j.jeap.2023.101272</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Self-mention in L2 (Czech) learner academic discourse: Realisations, functions and distribution across master’s theses

Popis výsledku v původním jazyce

This article explores self-mention in L2 (Czech) English-medium master's theses written in the humanities along three dimensions of analysis: realisation, authorial roles and distribution across rhetorical sections. While extending the scope of self-mention to cover nominal forms, the aim of the study is to find out how Czech graduates combine pronominal and nominal self-mention to modulate the degree of visibility and authority they convey in their texts. The contrastive corpus-based investigation compares a corpus of Czech English-medium master's theses with two reference L1 corpora representing learner and published academic discourse to examine differences pertaining to variation along culture, expertise and discipline dimensions. The findings indicate that realisation patterns of self-mention and preferences for specific authorial roles vary significantly across the corpora. Czech graduates tend to be reluctant to display a high degree of visibility and authority, prefer to adopt a stance of humility, and fail to approximate disciplinary patterns of self-mention. The paper argues that this is motivated by the efforts of students to blend L1 and L2 academic conventions, their lower level of rhetorical maturity, and the audience addressed by the students in the examination context of the master's thesis.

Název v anglickém jazyce

Self-mention in L2 (Czech) learner academic discourse: Realisations, functions and distribution across master’s theses

Popis výsledku anglicky

This article explores self-mention in L2 (Czech) English-medium master's theses written in the humanities along three dimensions of analysis: realisation, authorial roles and distribution across rhetorical sections. While extending the scope of self-mention to cover nominal forms, the aim of the study is to find out how Czech graduates combine pronominal and nominal self-mention to modulate the degree of visibility and authority they convey in their texts. The contrastive corpus-based investigation compares a corpus of Czech English-medium master's theses with two reference L1 corpora representing learner and published academic discourse to examine differences pertaining to variation along culture, expertise and discipline dimensions. The findings indicate that realisation patterns of self-mention and preferences for specific authorial roles vary significantly across the corpora. Czech graduates tend to be reluctant to display a high degree of visibility and authority, prefer to adopt a stance of humility, and fail to approximate disciplinary patterns of self-mention. The paper argues that this is motivated by the efforts of students to blend L1 and L2 academic conventions, their lower level of rhetorical maturity, and the audience addressed by the students in the examination context of the master's thesis.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

60203 - Linguistics

Projekt

<a href="/cs/project/GA21-12150S" target="_blank" >GA21-12150S: Mezikulturní variace v interakci mezi autorem a čtenářem v anglickém akademickém diskurzu českých studentů a rodilých mluvčích angličtiny</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

JOURNAL OF ENGLISH FOR ACADEMIC PURPOSES

ISSN

1475-1585

e-ISSN

1878-1497

Svazek periodika

64

Číslo periodika v rámci svazku

101272

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

14

Strana od-do

1-14

Kód UT WoS článku

001033636200001

EID výsledku v databázi Scopus

2-s2.0-85163484022