Writer-reader interaction in L2 learner academic discourse: Reader engagement in Czech students' Master's theses

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F23%3A00134310" target="_blank" >RIV/00216224:14410/23:00134310 - isvavai.cz</a>

Výsledek na webu

<a href="https://dspace.cuni.cz/bitstream/handle/20.500.11956/186983/Olga%20Dontcheva-Navr%c3%a1tilov%c3%a1_117-135.pdf?sequence=1&isAllowed=y" target="_blank" >https://dspace.cuni.cz/bitstream/handle/20.500.11956/186983/Olga%20Dontcheva-Navr%c3%a1tilov%c3%a1_117-135.pdf?sequence=1&isAllowed=y</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.14712/18059635.2023.2.2" target="_blank" >10.14712/18059635.2023.2.2</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Writer-reader interaction in L2 learner academic discourse: Reader engagement in Czech students' Master's theses

Popis výsledku v původním jazyce

This article studies writer-reader interaction in L2 (Czech) learner academic discourse focusing on reader engagement in English-medium Master’s theses written in the humanities. The study draws on Hyland and Jiang’s (2016) model of engagement. It aims to reveal how Czech graduates use features of engagement (reader reference, appeals to shared knowledge, directives and questions) to establish solidarity with readers by acknowledging their presence and negotiating potential alternative views. The contrastive corpus-based analysis compares a corpus of Czech English-medium Master’s theses with two reference L1 corpora representing learner and published academic discourse to explore the impact of linguacultural background, expertise and discipline on the frequency of use and functions of engagement markers. The findings indicate that realisation patterns and functions of engagement markers vary significantly across the corpora. Czech graduates tend to underuse reader reference and questions, overuse directives, and generally fail to approximate disciplinary patterns of engagement markers. This seems to reflect students’ insufficient awareness of academic rhetorical conventions, their efforts to blend L1 and L2 academic norms, and the specificity of the audience they are addressing in the examination context of the Master’s thesis.

Název v anglickém jazyce

Writer-reader interaction in L2 learner academic discourse: Reader engagement in Czech students' Master's theses

Popis výsledku anglicky

This article studies writer-reader interaction in L2 (Czech) learner academic discourse focusing on reader engagement in English-medium Master’s theses written in the humanities. The study draws on Hyland and Jiang’s (2016) model of engagement. It aims to reveal how Czech graduates use features of engagement (reader reference, appeals to shared knowledge, directives and questions) to establish solidarity with readers by acknowledging their presence and negotiating potential alternative views. The contrastive corpus-based analysis compares a corpus of Czech English-medium Master’s theses with two reference L1 corpora representing learner and published academic discourse to explore the impact of linguacultural background, expertise and discipline on the frequency of use and functions of engagement markers. The findings indicate that realisation patterns and functions of engagement markers vary significantly across the corpora. Czech graduates tend to underuse reader reference and questions, overuse directives, and generally fail to approximate disciplinary patterns of engagement markers. This seems to reflect students’ insufficient awareness of academic rhetorical conventions, their efforts to blend L1 and L2 academic norms, and the specificity of the audience they are addressing 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

Linguistica Pragensia

ISSN

0862-8432

e-ISSN

1805-9635

Svazek periodika

33

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

19

Strana od-do

117-135

Kód UT WoS článku

001097347800002

EID výsledku v databázi Scopus

2-s2.0-85176393723