چکیده:
Research in academic writing has revealed a strong tendency on the part of writers to interactively communicate their stance with their readers. This study targets the stance component of writer-reader interaction by integrating Hyland’s (2005b) and Hyland and Tse’s (2005) frameworks to investigate psychology and sociology English research articles; the former for lexical stance markers and the latter for grammatical evaluative that construction. The corpus included 100 English research articles published during 2012-2014, 50 from each field, yielding a total number of 922,400 words. The data were first analyzed by AntConc (Anthony, 2014) and, to ensure maximum reliability, a crosscheck was carried out by the researchers to discard the anomalies. Moreover, chi-square was run to compare the results. The results suggested remarkable similarities and significant differences between those disciplines. Based on the findings, some implications are drawn with plausible applicability in academic writing and EAP syllabus design. Finally, suggestions are put forward for future research.
خلاصه ماشینی:
"This study targets the stance component of writer-reader interaction by integrating Hyland’s (2005b) and Hyland and Tse’s (2005) frameworks to investigate psychology and sociology English research articles; the former for lexical stance markers and the latter for grammatical evaluative that construction.
g. , Hempel & Degand, 2008; Hyland, 2004; Ifantidou, 2005) has shown an increasing interest toward the interactive aspects of research articles (RAs) that are created by textual metadiscursive resources in different disciplines; metadiscourse being the part of writing which guides the reader (Jalilifar, 2014).
To address this dimension of academic writing, the present study was launched to examine how and to what extent the authorial stance is realized in English RAs through metadiscursive stance markers (Hylandb, 2005) and evaluative that constructions (Hyland & Tse, 2005).
For this purpose, what follows is an account of such stance markers in psychology and sociology English RAs. To this end and in order to have a balanced account, stancetaking is approached through lexical markers (Hyland, 2005b) and grammatical that constructions (Hyland & Tse, 2005).
Having looked at the frequency counts of stance markers in RAs of psychology and sociology, in the following section, the results of the conducted chi-square test is presented in order to detect any statistically significant differences between the two mentioned fields of the social sciences.
5. Discussion and Conclusion This study, part of a more comprehensive research, set out to investigate stancetaking in English RAs realized through lexical markers borrowed from Hyland (2005b) and grammatical that constructions taken from Hyland and Tse (2005) in 100 RAs belonging to psychology and sociology; 50 from each field."