scholarly journals Reshaping Authorial Presence in Translations of Research Article Abstracts

2021 ◽  
Vol 18 (1) ◽  
pp. 169-186
Author(s):  
Tadej Pahor ◽  
Martina Smodiš ◽  
Agnes Pisanski Peterlin
Keyword(s):  
Linguistic Differences ◽  
Rhetorical Patterns ◽  
Academic Texts ◽  
Research Article ◽  
English Translations ◽  
Five Disciplines ◽  
Research Findings ◽  
Rhetorical Dimension ◽  
Academic Communication ◽  
Shed Light

In multilingual settings, the abstract is the only part of the research article that is regularly translated. Although very brief, abstracts play an important role in academic communication, as they provide immediate access to research findings. Contrastive research has revealed considerable cross-linguistic differences in the rhetorical patterns of abstracts. The present paper focuses on how this variation is bridged in translation, by addressing an important rhetorical dimension of academic discourse, authorial presence. Specifically, it examines how authorial presence is reshaped in translated abstracts. An analysis of a small corpus of 150 Slovene research article abstracts from five disciplines and their English translations reveals several interesting types of recurring translators’ interventions, most notably the tendency to replace personal authorial references with impersonal structures. Data collected in interviews with four experienced translators of academic texts is used to shed light on potential reasons for interventions with authorial presence in translation.

scholarly journals Move Structure of Research Article Abstracts on Management: Contrastive Study (the Case of English and Russian)

2017 ◽  
Vol 3 (2) ◽  
pp. 63-72 ◽  
Author(s):  
Elena Zanina
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Russian Language ◽  
Research Articles ◽  
Linguistic Differences ◽  
Contrastive Study ◽  
Research Article ◽  
Linguistic Research ◽  
Academic Communication

Although a plethora of papers have proved a seminal role of move-based genre analysis in cross-linguistic research of academic communication and EAP/ESP teaching and learning, there is a lack of respective linguistic or pedagogically motivated studies of research articles (RAs) and their parts aimed at comparing English and Russian. Using Hyland’s (2000) 5-move model, the current research seeks to determine the most obvious cross-linguistic differences in the move structure of abstracts of research articles on management for these languages. Based on a move analysis of the English- and Russian-language corpora each comprising 20 unstructured RA abstracts, the research revealed conformity of most English-language abstracts to Hyland’s model, while the Russian abstracts principally displayed a three-move structure containing ‘purpose’, ‘method’ and ‘product’, and included the ‘introduction’ and ‘conclusion’ moves only occasionally. Other significant discrepancies comprised the English-language authors’ tendency to provide precise or detailed indication of research methods and results, in contrast to their brief indication or over-generalized mentioning by Russian writers, as well as greater length of the English-language abstracts and their stricter concordance to standard move sequence than those of the Russian abstracts. Though the research was conducted on relatively small corpora and was descriptive in nature, its findings might be of interest to genre analysts as well as to L2 theorists and practitioners.

scholarly journals Translation as a Paradigm Shift: A Corpus Study of Academic Writing

2013 ◽  
Vol 10 (1) ◽  
pp. 127-137 ◽  
Author(s):  
Agnes Pisanski Peterlin
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Electronic Publishing ◽  
Corpus Study ◽  
Research Attention ◽  
Academic Texts ◽  
Fields Of Study ◽  
English Translations ◽  
Academic Communication ◽  
Entire Text

In recent decades the increasing reliance on computer technology and the emergence of electronic publishing have precipitated changes in both the production and reception of academic writing. At the same time, the dominance of English as the medium of academic communication has been asserted in all fields of study. While many scholars write their own texts in English, it is not exceptional for others to have their papers translated into English. It is interesting, however, that translation of academic discourse has received relatively little research attention so far. In the study presented here, the question how translated academic texts differ from comparable original English academic texts is addressed. To explore this question, a 700,000-word corpus comprising 104 research articles (Slovene-English translations and comparable English originals) is analyzed in terms of references to the entire text itself. The results show considerable differences between the translated texts and the comparable English-language originals.

Hedges in Russian EAP writing: A corpus-based study of research papers in management

2020 ◽  
Vol 9 (1) ◽  
pp. 81-101
Author(s):  
Elizaveta Smirnova ◽  
Svetlana Strinyuk
Keyword(s):  
Second Language Acquisition ◽  
Academic Writing ◽  
Discourse Markers ◽  
Writing Pedagogy ◽  
English For Academic Purposes ◽  
Learner Corpus ◽  
Academic Texts ◽  
Research Findings ◽  
Academic Communication ◽  
Professional Writers

AbstractThe fact that English has become a lingua franca of academic communication has led to increased attention to teaching English for academic purposes (EAP) at the academia. Academic discourse markers, such as hedges, have been an important topic in academic writing research whose prime aim is helping non-Anglophone researchers to present their research findings in English for international publication. This study investigates the use of the most frequent hedging devices in a corpus of 58 works written by Russian university students and compares it to a corpus of articles published in peer-reviewed journals in business and management. The analysis of learner corpus data has provided evidence of how Russian ELF speakers use the language, showing significant differences between the use of hedges by the students and professional writers. The research has also highlighted a number of challenges which non-native learners face when writing academic texts. The study may contribute to a higher level of L2 academic writing in ELF contexts and have implications for creating EAP courses, research of second language acquisition and writing pedagogy.

scholarly journals Potential factors influencing the rhetorical patterns of research article discussion sections

2022 ◽  
Vol 9 (1) ◽  
pp. 115-131
Author(s):  
Lulus Irawati
Keyword(s):  
Educational Background ◽  
Interview Data ◽  
Background Information ◽  
Rhetorical Patterns ◽  
Self Confidence ◽  
Research Article ◽  
Factors Influencing ◽  
Starting Point ◽  
Research Findings ◽  
Potential Factors

The present study reports potential factors influencing the rhetorical patterns of research articles (RA) discussion sections. The study was conducted by utilizing descriptive qualitative research. The researcher purposefully focused on investigating 10 bilingual writers who wrote both one English and one Indonesian research article. The selected writers were those who had an educational background in language and language teaching. The interviews covered the interviewees’ background information, current activities, writing activities, and their rhetorical patterns of discussion sections. The interviews were conducted by utilizing the snowball technique to search for more information. The interview data were analyzed into some steps namely, transcribing the interview data, organizing data, summarizing data, and interpreting data. All data transcription was then categorized and coded. Research findings revealed that the writers’ choice of move structure could be as a result of learning from other people’s rhetorical patterns, believing themselves, having high self-confidence, having high writing frequency, and having high awareness in the micro and macrostructure of writing discussion sections. The Indonesian writers have opened their minds to learn and read other researchers’ articles and then determine whether the patterns are suitable for them or not. The writers’ starting point of experiencing to have their RA published made them believe in themselves and felt self-confident. Thus, the more they wanted to write RA, the higher they had writing frequency and awareness in the micro and macrostructure of writing discussion sections. 

Characterizing response quantity on academic social Q&A sites: a multidiscipline comparison of linguistic characteristics of questions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lei Li ◽  
Anrunze Li ◽  
Xue Song ◽  
Xinran Li ◽  
Kun Huang ◽  
...  
Keyword(s):  
Information Needs ◽  
Function Words ◽  
Second Person ◽  
Content Type ◽  
Five Disciplines ◽  
Negative Effect ◽  
Academic Communication ◽  
High Level ◽  
The Impact ◽  
The Relationship

PurposeAs academic social Q&A networking websites become more popular, scholars are increasingly using them to meet their information needs by asking academic questions. However, compared with other types of social media, scholars are less active on these sites, resulting in a lower response quantity for some questions. This paper explores the factors that help explain how to ask questions that generate more responses and examines the impact of different disciplines on response quantity.Design/methodology/approachThe study examines 1,968 questions in five disciplines on the academic social Q&A platform ResearchGate Q&A and explores how the linguistic characteristics of these questions affect the number of responses. It uses a range of methods to statistically analyze the relationship between these linguistic characteristics and the number of responses, and conducts comparisons between disciplines.FindingsThe findings indicate that some linguistic characteristics, such as sadness, positive emotion and second-person pronouns, have a positive effect on response quantity; conversely, a high level of function words and first-person pronouns has a negative effect. However, the impacts of these linguistic characteristics vary across disciplines.Originality/valueThis study provides support for academic social Q&A platforms to assist scholars in asking richer questions that are likely to generate more answers across disciplines, thereby promoting improved academic communication among scholars.

Navigeren in het onderzoeksveld en het onderzoekersveld: reflecties op onderzoekspositionaliteit in (vermeend) insideronderzoek

KWALON ◽  
2021 ◽  
Vol 26 (1) ◽  
pp. 43-51
Author(s):  
Jing Hiah
Keyword(s):  
Social Science ◽  
Social Science Research ◽  
Science Research ◽  
Research Process ◽  
Research Field ◽  
Content Type ◽  
Insider Research ◽  
Labour Relations ◽  
Research Findings ◽  
Shed Light

Abstract Navigating the research and researchers’ field: Reflections on positionality in (assumed) insider research To challenge rigid ideas about objectivity in social science research, qualitative researchers question their own subjectivity in the research process. In such endeavors, the focus is mainly on the positionality of the researcher vis-à-vis their respondents in the research field. In this contribution, I argue that the positionality of the researcher in academia, what I refer to as the researchers’ field, is equally important as it influences the way research findings are received and evaluated. Through reflections on positionality in my insider research concerning labour relations and exploitation in Chinese migrant businesses in the Netherlands and Romania, I explore how my positionality as an insider negatively influenced my credibility and approachability in the researchers’ field. I conclude that it is necessary to pay more attention to researchers’ positionality in academia as it may shed light on and make it possible to discuss the written and unwritten standards of researchers’ credibility and approachability as an academic in the researchers’ field. Accordingly, this could provide insights into the causes of inequalities in academia and contribute to the current challenge for more diversity in academia.

scholarly journals National Identification and Collective Emotions as Predictors of Pro-Social Attitudes Toward Islamic Minority Groups in Indonesia

2014 ◽  
Vol 10 (2) ◽  
pp. 255-276 ◽  
Author(s):  
Ali Mashuri ◽  
Esti Zaduqisti
Keyword(s):  
Minority Groups ◽  
Social Attitudes ◽  
Direct Effects ◽  
Collective Guilt ◽  
Collective Emotions ◽  
National Identification ◽  
Group Data ◽  
Research Findings ◽  
Shed Light

The present study examined the role of Indonesian Moslem majority’s national identification, collective emotions of pride and guilt in predicting their support in helping members of Islamic minority and their perceived inclusion towards this group. Data from this study (N= 182) demonstrated that, in line with our prediction, support for minority helping significantly predicted perceived inclusion. We also hypothesized and found that collective pride and collective guilt directly predicted the minority helping. Finally, national identification had significant direct effects on both collective pride and collective guilt. These findings shed light on the importance of collective emotions and national identification in giving rise to pro-social attitudes of Indonesian Moslem majority towards members of Islamic minority. Implications of the research findings were discussed with reference to theories of group-based emotion and intergroup helping, and to practical strategies Indonesian government can apply to recognize Islamic minorities.

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).

Performance Appraisal – A Source of Employee’s Motivation: A Case Study of Educational Institute of Karachi

2021 ◽  
Vol 6 (1) ◽  
pp. 60-68
Author(s):  
Bushra Jauhar ◽  
Masood Hassan ◽  
Muhammad Asad Ullah ◽  
Imam Uddin ◽  
Shouvik Sanyal
Keyword(s):  
Performance Appraisal ◽  
Sampling Technique ◽  
Teaching Staff ◽  
Educational Institute ◽  
Research Findings ◽  
Appeal Process ◽  
Future Direction ◽  
The Impact ◽  
Shed Light

The organizational success is largely depending on its employees; they are considered as vital assets for any organization. Therefore, the management should know how to appraise them so that they can get the desired results. The current study aims to investigate the impact of performance appraisal on employee’s motivation in an educational institute of Karachi. The population of interest was permanent faculty, visiting faculty and non-teaching staff of the ABC institute which was selected through convenience sampling technique. A survey of 56 employees was conducted with the help of a questionnaire based on close ended items on a 5-point Likert scale ranging from strongly agrees to strongly disagree. For data analysis, SPSS was used to check the reliability test, descriptive statistics and regression analysis. The research findings provided the insights regarding the impact of performance appraisal on employees’ motivation and showed a positive significant impact. The more satisfied employees are by their appraisals, the more motivated and committed they would be. Moreover, the study also shed light for future direction by keeping in view the respondents concern regarding biasness free rating, feedback and appeal process. The educational institutes should come up with better strategies in order to build trust among employees by providing fair appraisal solely based on their performance.

The language of quoting in academic writing

2015 ◽  
Vol 4 (1) ◽  
pp. 101-121 ◽  
Author(s):  
Lieke Verheijen
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Native Speakers ◽  
Fundamental Aspect ◽  
Corpus Study ◽  
Linguistic Differences ◽  
Academic Texts ◽  
Efl Students ◽  
Native Speakers Of English ◽  
Lexical Items

Because quotation is a fundamental aspect of academic texts, this corpus study examines the language of quoting in (L2) academic writing. To find out whether there are subtle linguistic differences in the use of quotation by learners of English as a foreign language (EFL) and professional academics who are native speakers of English (NSE), I compare two corpora of scholarly writings: one by upper intermediate and advanced EFL students and one by NSE experts. 1201 Quotes were extracted from the writings and examined for a broad range of lexico-grammatical features relevant to using quotes, including introductions to quotes, lexical items in introducing quotes, ‘special’ quotes, and punctuation surrounding quotes. The findings make clear that EFL students and NSE experts differ significantly on various points in their language of quoting. Making students aware of these differences could make their academic writing more professional, native-like, and sophisticated.

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