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Expressions of epistemic stance in academic discourse reflect not only the authors’ commitment to the truth of what is being said, but also their awareness of other members of the discourse community, the current thinking within the discipline, and the established patterns of interaction. Stance-taking is strongly embedded in culture and language, as demonstrated in numerous studies that focus on L2 academic English (e.g. Hinkel 2002; Dontcheva-Navratilova 2018; Wu and Paltridge 2021) and, less often, academic communication in various linguistic contexts (e.g. Perez-Llantada 2010). This paper purues this latter line of inquiry and proposes a contrastive analysis of epistemic markers in conclusions to English- and Polish-language linguistics articles in an attempt to identify their epistemic profiles. Epistemic profile refers here to a combination of two features: the epistemic modal value (Halliday 1985/1994) which is marked more frequently than others across a text or text fragment, and the concurrence of modality markers with specific rhetorical moves (Swales 1990; Yang and Allison 2003). Thus, it provides information about the value of modalization and the type of content that tends to be modalized. The analysis was based on a two-part corpus of conclusions to 400 linguistics articles, with 200 English-language articles drawn from international databases and 200 Polish-language articles published in recognized national journals. In the first stage, the frequencies of epistemic markers in the two sub-corpora were calculated (Scott 2008) and a statistical analysis was applied to determine whether the differences were significant. In the second stage, 50 concluding sections from each sub-corpus were manually annotated for rhetorical moves to determine whether epistemic markers tended to occur within specific moves. The findings show statistically significant differences in the frequencies of high- and low-value epistemic markers in the sub-corpora and a tendency for epistemic markers to occur within moves that offer interpretive content.

Les auteurs s’intéressent à une situation dans laquelle les préoccupations relatives à la face (dans le sens de dignité) du récepteur et/ou l’identité de l’interprète et son appartenance à un groupe peuvent devenir des facteurs influençant le processus d’interprétation. L’objectif du présent article est d’examiner la performance des étudiants interprètes avancés dans un contexte d’interprétation consécutive comportant une critique ouverte ou une louange directe de l’auditoire de la langue cible. Plus particulièrement, les auteurs traitent du type et de l’étendue de la figuration effectuée dans les tâches comportant des actes à la suite desquels le récepteur pourrait perdre la face. Ils s’intéressent également à la corrélation éventuelle entre la performance de l’interprète au cours de ces tâches, ses choix et sa relation avec le groupe des récepteurs finaux.The authors are interested in a situation where concern for the face of the receiver and/or the identity and group membership of the interpreter can become factors that influence the process of interpreting. The aim of this paper is to look into the performance of advanced trainee interpreters in consecutive interpreting tasks that involve open criticism or direct praise of the target audience. More specifically, the authors are concerned with the type and extent of face-work carried out in tasks involving face-threatening acts and with the possible correlation between the interpreter’s performance in such tasks, the choices made by the interpreter and his or her relationship with the group of ultimate receivers