By Eija Suomela-Salmi (ed.), Fred Dervin (ed.)
The aim of this quantity is to envision educational discourse (AD) from cross-linguistic and cross-cultural views. The adjective Cross-cultural within the quantity name isn't just constrained to nationwide contexts but additionally incorporates a cross-disciplinary viewpoint. Twelve clinical fields are below scrutiny within the articles. one of many specified points of the amount is the inclusion of various international languages (English (as a lingua franca), Spanish, French, Swedish, Russian, German, Italian, and Norwegian). along with, in different articles facing oral advert, comparisons and parallels also are esta. Read more...
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Extra resources for Cross-Linguistic and Cross-Cultural Perspectives on Academic Discourse
8) Butz litt ganz offensichtlich unter seinem Tun, und er versuchte in zahlrei chen Fällen, die vermutlich vom Betriebsführer angeordnete restriktive Handhabung der Kündigungsmodalitäten zu unterlaufen. (Ziegler, S. ] Again these evidential markers occurred significantly more often in the German corpus. As illustrated in the figure below, the German authors used markers of ‘uncertainty’ almost twice as often as the Russian authors. Christina Janik 160 134 140 120 100 80 70 60 Russian German 40 20 0 Figure 6.
Her study also showed that sources of information presented were less explicitly distinguished in the Russian as opposed to the German presentations. So it would not always become clear if presented knowledge was based on information gained by the author’s own work or was cited knowledge. Also some findings of Vassileva (1998) further strengthen the assumption that there are general differences between Russian and German ways of communicating knowledge to their audiences. Her study shows for example that Russian and Bulgarian, in contrast to German and English, academic articles include fewer illustrating examples and less “focusing”, that is comments on which particular aspect of a broader question will be dealt with in a part of the text to come.
Citation in written academic discourse has received quite a lot of scholarly attention from a number of discourse analysts and applied linguists. Dubois (1988) – with a pedagogical application in mind– studied the extent of use of quotations, paraphrasing, summarising and generalising citations in biomedical journal articles and reported on a survey of biomedical scientists on their citation practices. A typology of citations as used in the Introductory move of Research Articles (RAs), was presented by Swales (1990), who drew a significant distinction between integral and non-integral citations.