Interrogatives in English and Serbian Academic Discourse – A Contrastive Pragmatic Approach

Blagojević, Savka; Ilić, Biljana Mišić

doi:10.5817/bse2012-2-2

Cited by 2 publications

(1 citation statement)

References 23 publications

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“…Reflecting on the wider literature, very few studies of questions in academic writing have made the distinction between direct and indirect questions. While Blagojević and Misic-Ilic (2012) include a focus on indirect questions, their focus is formally constrained. Therefore, they limit question IFIDs to specific forms.…”

Section: Questions As Reader Engagement Makers: Discussion Of Findingsmentioning

confidence: 99%

Question illocutionary force indicating devices in academic writing

Curry

2022

IJCL

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Corpus research on questions as reader engagement markers in academic writing typically focuses on direct questions. Such questions are signalled by question marks and are relatively easily searchable in a corpus. However, indirect questions can be more challenging to identify, as they can be introduced by a range of forms. Based on a contrastive analysis of a corpus of English, French, and Spanish economics research articles, this paper provides pertinent evidence on direct and indirect questions as reader engagement markers. Firstly, it shows that direct and indirect questions as reader engagement markers are a rhetorical and generic feature of academic writing in the economics research article and, secondly, it presents a comprehensive list of indirect question illocutionary force indicating devices, valuable for future studies of indirect questions. Methodologically, this paper illustrates a replicable process for functional analysis and discusses the value of theoretically merging corpus and contrastive linguistic approaches.

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Section: Questions As Reader Engagement Makers: Discussion Of Findingsmentioning

confidence: 99%

Question illocutionary force indicating devices in academic writing

Curry

2022

IJCL

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Researching the research article in Cameroon English

Nkemleke¹

2014

BSE

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This contribution discusses three variables of structure, citation practice, and role relationships in research articles in Cameroon English, within the background of conventional practice in the discourse community. Data is taken from 40 papers published in 7 issues of 4 journals from two state universities in Cameroon; and corroborated with a similar database from three universities in Europe. Findings indicate that articles written by Cameroonian academics display a number of differences from what is known in the literature. First, more than 80% of 40 research article introductions analysed do not situate the research in the context of ongoing discussion in the field; thereby ignoring an essential Move category in the CARS (Create-a-Research-Space) model (Swales 1990). Second, while in-text citations align with the general pattern of integral and non-integral, there exist subtle differences in citation language forms; with the outcome that Cameroonian authors do not often use various options within these two broad categories. Further, reader engagement and solidarity claim, which are often achieved through the use of devices such as inclusive pronouns and directives, are not common place. This downplays the role of the reader in the text-an often less coveted rhetorical practice in the discipline.

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Interrogatives in English and Serbian Academic Discourse – A Contrastive Pragmatic Approach

Cited by 2 publications

References 23 publications

Question illocutionary force indicating devices in academic writing

Question illocutionary force indicating devices in academic writing

Researching the research article in Cameroon English

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