scholarly journals Rupture or Continuity? Revisiting the Basic Themes of the Historiography of the 21 April Dictatorship

HISTOREIN ◽  
2021 ◽  
Vol 19 (2) ◽  
Author(s):  
Eleni Kouki
Keyword(s):  
Academic Discourse ◽  
Main Argument ◽  
Deep Roots ◽  
Greek Society ◽  
Academic Texts ◽  
Cultural Processes ◽  
Academic Settings ◽  
Parliamentary History

What did the 1967–1974 dictatorship represent for Greece? A violent and illegal episode, a mere parenthesis in the course of its parliamentary history, or an event with deep roots in Greek society and politics? These two basic, albeit contradictory views require us to consider how the last dictatorship in Greece was conceived in public and academic discourse as well as how these two discourses interacted. The main argument of this article is that even the most self-evident concepts about the character of the 1967 dictatorship, so trivial that we hardly perceive them as concepts, emerged through complex cultural processes. More specifically, it examines a series of well-known academic texts or texts produced in academic settings, dating from the junta era to the late 1980s. Although the research on the dictatorship has progressed greatly since then, this article seeks to show that in the first two decades after its collapse, there was a rich production of perceptions regarding the dictatorship that continue to shape our understanding of the period, which is why it is essential to reflect on them.

scholarly journals Object Clauses in Academic Discourse: Genre Preferences

2020 ◽  
Vol 28 (4) ◽  
pp. 278-286
Author(s):  
Tatiana Ivanovna Steksova ◽  
Keyword(s):  
Comparative Study ◽  
Academic Discourse ◽  
Semantic Type ◽  
Academic Literature ◽  
Subordinate Clauses ◽  
Academic Texts ◽  
Genre Preferences ◽  
Article Abstract

The author of the article understands object clauses as a semantic type of sentences with a set of different ways of expressing semantics: polypredicative subordinate clauses, asyndetic clauses, monopredicative clauses, clauses with parenthesis. It is suggested that the set of constructions used in academic discourse depends on the genre of the academic text. The genres of article abstracts and thesis summaries as secondary texts (texts about texts) were chosen as a material for a comparative study. The author reveals the incomplete paradigm of object clauses in secondary academic texts. The analyzed language material allows us to state that the genre of the academic article abstract does not use the entire paradigm of the ways of expressing explanatory semantics, choosing only two models as the basic ones, with a higher frequency of the monopredicative model. In the genre of thesis summaries there is a lower frequency of monopredicative clauses with deliberative semantics and a higher frequency of polypredicative subordinate clauses containing hidden reflection of the author of the text. The analyzed material indicates that the hidden author’s reflection is more often manifested through the use of quasi-impersonal sentences. The author of the article believes that there is a tendency in the analyzed genres towards increasing impersonality, the elimination of the subjective author’s position, and the desire to objectify the presented information. The research has found out certain constructions which function actively in the genre of the academic article, but are not used in article abstracts and thesis summaries. It is noted that not all introducing predicates recorded in the academic literature function in the analyzed genres. This can be explained by the genre affiliation of the texts and their communicative task. The author determines a number of objectives of the further research.

scholarly journals A cross cultural analysis of conjuncts as indicators of the interaction and negotiation of meaning in research articles

2016 ◽  
Vol 17 (1) ◽  
pp. 45-63 ◽  
Author(s):  
Renata Povolná
Keyword(s):  
Native Speakers ◽  
Academic Discourse ◽  
Cultural Analysis ◽  
Cross Cultural ◽  
Research Articles ◽  
Cultural Variation ◽  
Negotiation Of Meaning ◽  
Academic Texts ◽  
Native Speakers Of English ◽  
Academic Communication

Abstract The role of English as a global lingua franca of academia has become indisputable in the on-going process of internationalization of all scholarship, even though the majority of writers and readers of academic texts are non-native speakers of English. Thus it is questionable whether there is any justification for imposing on international academic communication written in English the style conventions typical of the dominant Anglophone discourse community. Recommendations usually comprise qualities such as clarity, economy, linearity and precision in communication (cf. Bennett, 2015), which can be achieved, among other means, by certain overt guiding signals including conjuncts (Quirk et al., 1985). Accordingly, the aim of this paper is to reveal cross-cultural variation in the use of these important text-organizing means as it is believed that conjuncts can enhance the interaction and negotiation of meaning between the author and prospective readers of academic texts. The paper explores which semantic relations holding between parts of a text tend to be expressed overtly by conjuncts and which semantic classes, such as appositive, contrastive/concessive, listing and resultive conjuncts, contribute most to the interactive and dialogic nature of written academic discourse. The data are taken from research articles (RAs) selected from two journals, one representing academic discourse written by native speakers of English (Applied Linguistics) and the other representing academic texts written in English by Czech and Slovak scholars (Discourse and Interaction).

Constructing Enemies: ‘Islamic Terrorism’ in Political and Academic Discourse

2007 ◽  
Vol 42 (3) ◽  
pp. 394-426 ◽  
Author(s):  
Richard Jackson
Keyword(s):  
Academic Discourse ◽  
Analytic Approach ◽  
Community Relations ◽  
Counter Terrorism ◽  
Academic Texts ◽  
Islamic Terrorism ◽  
Terrorism Discourse ◽  
Academic Discourses

AbstractThe term ‘Islamic terrorism’ has become a ubiquitous feature of Western political and academic counter-terrorism discourse in recent years. Examining over 300 political and academic texts and employing a discourse analytic approach, this article attempts to describe and dissect the central terms, assumptions, labels, narratives and genealogical roots of the language and knowledge of ‘Islamic terrorism’ and to reflect on its practical and normative consequences. It concludes that for the most part, political and academic discourses of ‘Islamic terrorism’ are unhelpful, not least because they are highly politicized, intellectually contestable, damaging to community relations and practically counter-productive.

LEXICAL BUNDLES INDICATING AUTHORIAL PRESENCE: A CROSS-CULTURAL ANALYSIS OF NOVICE CZECH AND GERMAN WRITERS’ ACADEMIC DISCOURSE

2013 ◽  
Vol 6 (1) ◽  
pp. 7 ◽  
Author(s):  
Olga Dontcheva-Navratilova
Keyword(s):  
Academic Writing ◽  
Academic Discourse ◽  
Cultural Analysis ◽  
Cross Cultural ◽  
Cultural Variation ◽  
Important Indicator ◽  
Lexical Bundles ◽  
Academic Texts ◽  
Anglo American ◽  
Novice Writers

With the widespread use of English as the lingua franca of academia, there is a growing need of research into how non-native speakers striving to be socialized in target academic discourse communities deal with variation in meaning and organization of academic texts across fi elds, languages and cultures. An important indicator of competent linguistic production is the mastering of the register- and genre-specifi c formulaic expressions termed lexical bundles, which are defi ned as sequences of three or more words with frequent co-occurrence in a particular context (Biber et al. 1999). While recent studies have addressed disciplinary and novice-expert differences in the use of lexical bundles, cross-cultural variation in bundle use remains underexplored. This paper investigates lexical bundles indicating authorial presence in a specialized corpus of Master’s degree theses from the fi elds of linguistics and methodology written by German and Czech university students. The aim of the study is to compare how novice Czech and German authors use lexical bundles indicating authorial presence, to consider whether and to what extent the novice writers have adapted their writing style to the conventions of Anglo- American academic writing, and to discuss the role of the L1 academic literacy tradition and instructions received in writing courses for the modelling of novice writers’ academic discourse. The analysis shows that the variety and frequency of interpersonal bundles in Czech and German novice writers’ discourse do not approximate to the standard of published academic texts in English. The fi ndings also indicate that while the considerable similarities in the way Czech and German novice writers use the target structures for constructing authorial presence refl ect their common roots in the Central European tradition of academic discourse, the divergences may be attributed to a difference in the degree of adaptation to Anglo-American writing conventions.

scholarly journals Hybridity and Linguistic Pluralism: A Pragmatic Analysis of University Academic Discourse

2018 ◽  
Vol III (III) ◽  
pp. 447-465
Author(s):  
Nazakat ◽  
Muhammad Safeer Awan
Keyword(s):  
Academic Language ◽  
Academic Discourse ◽  
Home Language ◽  
Pragmatic Competence ◽  
Academic Texts ◽  
Pragmatic Analysis ◽  
The Individual ◽  
Pragmatic Knowledge ◽  
Determining Factor

The language used in academic texts and pedagogy is referred as academic discourse. Being student and teacher, the researchers observed that mixing of home language with academic language was a common practice in many institutions. Some linguists appreciate it, while others resist it by claiming it detrimental to objectivity and neutrality. Chiang (2006) finds role of teacher’s discourse a determining factor in pedagogy. Current study was conducted to observe the phenomenon of hybridization in academic discourse and to assess it in the light of pragmatics. Pragmatic analysis is known as a useful method to infer covert and implicit meanings of language (Savignon, 2007) and the researchers deemed it appropriate for current research. The pragmatic analysis could provide a newer outlook on academic discourse. Data was collected through observation sheet from the classes. Questionnaire was also used to get relevant data from teachers. The findings revealed that teachers often relied on cultural and ideological underpinnings in their pedagogy. The individual conversational styles were also responsible for different mode of hybridization and subsequently reinforced diverse facet of discourse different in pragmatic nature. The data was first analyzed for hybridization followed by its pragmatic analysis. The study was important in the backdrop of one of many beliefs, that meaning never remains fixed and it resides in socio-cultural structures and lack of pragmatic knowledge among interlocutors impedes semantic proficiency. The study revealed utility of pragmatic competence in turning this mixing of discourses in a class into a continuum. It also found that knowledge of academic pragmatics could reinforce semantic proficiency.

scholarly journals EXPLORING MODAL VERBS CONVEYING POSSIBILITY IN ACADEMIC DISCOURSE

2015 ◽  
Vol 8 (2) ◽  
pp. 35 ◽  
Author(s):  
Petra Huschová
Keyword(s):  
Contextual Factors ◽  
Academic Discourse ◽  
Stylistic Variation ◽  
Modal Verbs ◽  
Academic Texts ◽  
Occurrence Patterns

This paper explores the occurrence and use of the English modal verbs CAN/COULD and MAY/MIGHT conveying possibility meanings in academic texts dealing with linguistics and attempts to reveal the contextual factors determining the interpretation of the verbs. The paper discusses the semantic components of the examined modal verbs in relation to syntactic co-occurrence patterns and stylistic variation, focusing on the factors governing the distribution and usage of their epistemic and root possibility readings. Finally, the paper comments on the possibility readings of CAN/COULD and MAY/MIGHT which can be employed as hedging devices.

scholarly journals Self-mention in the academic discourse of ELF writers

2021 ◽  
Vol 22 (2) ◽  
pp. 32-46
Author(s):  
Monika Maňáková
Keyword(s):  
Statistical Significance ◽  
Three Dimensional ◽  
Academic Discourse ◽  
Three Dimensional Model ◽  
Lingua Franca ◽  
International Environment ◽  
Academic Settings ◽  
Reference Corpus ◽  
Self Reference ◽  
Unpublished Research

Abstract English has firmly established itself as a lingua franca in the international environment and in no environment is this more true than in the academic one. Self-mention, especially in academic settings, has been studied extensively; however, not so in written ELF (English as a Lingua Franca) academic discourse, as the prevailing focus of ELF studies has been on the spoken form. In this corpus-based study, I choose Walková’s (2019) three-dimensional model of self-mention and apply it in the self-mention analysis in the SSH category of the SciELF corpus, a corpus of unpublished research articles written by ELF users. The results are compared with the reference corpus CSSH compiled to be comparable to the SSH corpus in terms of discipline. Features related to self-reference are chosen to represent each dimension. The results are tested for statistical significance using the Log-likelihood test. Some data proved to be of greater statistical significance (the use of personal pronouns) while other data did not carry any (the use of boosters).

scholarly journals INTERPERSONALITY IN RESEARCH ARTICLE ABSTRACTS: A DIACHRONIC CASE STUDY

2021 ◽  
Vol 14 (1) ◽  
pp. 77-99
Author(s):  
Jana Kozubíková Šandová
Keyword(s):  
Applied Linguistics ◽  
Theoretical Framework ◽  
Academic Discourse ◽  
Academic Texts ◽  
Research Article ◽  
The Mean ◽  
Diachronic Changes ◽  
Over Time ◽  
Linguistic Means

Research article (RA) abstracts are not mere shortened versions of the research article content but constitute a separate genre of academic discourse with its own specific features, one of them being its interactional nature. This paper explores interactional metadiscourse markers occurring in RA abstracts from the diachronic perspective. The main focus is therefore on variation and change in the use of these linguistic means since it may be expected that their distribution could evolve over time, even though scholars follow specifi c writing conventions when writing RA abstracts. Connected with this is the question whether growth in the mean length of RA abstracts has led to any rhetorical change. Providing an answer to this question is another aim of this paper. The study is based on a corpus of 96 RA abstracts from the fi eld of Applied Linguistics published in a prestigious linguistic journal entitled Journal of Pragmatics over the course of the last 35 years. The theoretical framework followed here is the taxonomy of metadiscourse proposed by Hyland (2005a), which is particularly convenient as it off ers a pragmatically-grounded method of analysing interactional metadiscourse markers in academic texts. As the results suggest, the distribution of interactional metadiscourse markers has undergone diachronic changes, e.g. in the use of hedging and boosting devices, confi rming the dynamic character of this often overlooked genre of academic discourse with regard to its interpersonal aspects.

scholarly journals Necessity and Obligation Modals in English Academic Discourse: A Corpus-Based Analysis

2019 ◽  
Vol 4 (1) ◽  
pp. 47
Author(s):  
Ikmi Nur Oktavianti
Keyword(s):  
American English ◽  
Academic Discourse ◽  
General Reference ◽  
Academic Setting ◽  
The Core ◽  
Academic Texts ◽  
Usage Frequency ◽  
Reference Corpus ◽  
Linguistic Units

Modals are linguistic units that seem to be ubiquitous in nearly all genres and text categories. However, there are some tendencies in which some modals are more likely to occur in a particular text category than the others. It is said that modals are less frequent in academic texts compared to fiction and news. This paper then aims at describing the modals, focusing to those expressing necessity/obligation, by using corpus-based analysis. This study uses a general reference corpus, Corpus of Contemporary American English, and compiled the data from the academic subcorpus. The results show that statistically the usage frequency of necessity and obligation modals is negligible; however, no matter how small it is, it still purports to mark something. Among the modals in the same category there are some tendencies, e.g. modal should is the most frequent of all, followed by must, have to, shall, be supposed to, and have got to. The collocate analysis focuses on should and must and found out that the most frequent verb type following these two modals belong to thinking verbs (e.g., consider, learn, understand). However the most frequent modal constructions are should have and must have enabling a slightly different interpretation. Besides, due to the nature of language in an academic setting, it is thus predictable that the use of the core modals (e.g., should, must) is more frequent than the quasi-modals (e.g., have to).

scholarly journals Die „Werkstatt des Forschers”: einige Überlegungen zum Begriffsinhalt und -umfang

2020 ◽  
Vol 39 ◽  
pp. 75-84
Author(s):  
Lesław Cirko
Keyword(s):  
Best Practices ◽  
Academic Writing ◽  
Scientific Research ◽  
Academic Discourse ◽  
Broad Sense ◽  
German Translation ◽  
Know How ◽  
Academic Texts ◽  
Generic Term ◽  
Critical Reviews

The following paper focuses on the German translation of the Polish term “warsztat badacza” (die Werkstatt des Forschers, literally “the researcher’s workshop”, generic term for more or less “methodology and best practices of scientific research”). The discussed term seems to be commonly used in Polish philological texts, especially in critical reviews of academic articles and books; the German equivalent of “warsztat badacza” is not widely applied, but it is recognized by older German readers of academic texts. However, some younger scholars may have problems with grasping its meaning recognized in the philological tradition of academic writing. My paper shows how the term’s – “Werkstatt des Forschers” – meaning, its broad sense, its contextual dissemination, and its pragmatic use can be explained and applied in academic discourse. It is also essential for the Polish authors of academic texts to know how to paraphrase a possible translation gap that the mentioned term induces in German texts.

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