Anglo-American Schools of Scientific Communication in the Context of Academic Discourse Genres

Abstract

The article presents a critical review of research works dedicated to Anglo-American scientific communication debates on academic discourse genres. This study shows that Standard English represented by British English and American English dominates in Anglo-American scientific communication. It has been assumed that Anglo-American academic discourse, as a scientific notion of discourse study is a hybrid term used to identify two interrelated types of discourse: instructional-pedagogical discourse that comprises teaching and learning practices in educational establishment and research-oriented discourse relating to research data sharing between different discourse communities. The results of the present study have revealed the internal genre taxonomy of Anglo-American research-oriented discourse identified by criterion academic spoken or written communication, with spoken research genres further divided into research report, conference presentation, roundtable discussions, dissertation defence and written research genres divided into research article, monograph, dissertation, abstract, and summary. The research article is claimed to be the leading research genre recognised by a distinct rhetorical structure: Introduction, Method, Results, Discussion and Conclusions. Finally, three main approaches to genre analysis introduced by Anglo-American scientific communication schools have been overviewed, namely neo-rhetorical (North American New Rhetoric Studies), sociocultural (Australian systematic functional linguistics) and linguodidactic approach (English for Specific Purposes).

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