1. Applied Linguistics (Language Teaching and Learning)
Davud Kuhi; Mina Babapour
Abstract
The present article shows that all scientific texts included in journals, magazines, and newspapers are vulnerable to the penetration of hedges and boosters. However, it was found that scientific texts in the three corpora tended to open up the possibilities of alternative voices rather than narrowing ...
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The present article shows that all scientific texts included in journals, magazines, and newspapers are vulnerable to the penetration of hedges and boosters. However, it was found that scientific texts in the three corpora tended to open up the possibilities of alternative voices rather than narrowing them down. The relatively higher frequency of occurrence of hedges in comparison with boosters indicates that regardless of whether the audience is expert or non-expert, their voices are seen as respected in the scientific texts. Similarly, boosters as means of narrowing down the alternative positions and developing a strong and certain authorial voices are equally disfavored in both expert and popularized scientific texts. Despite this similar pattern of the use of hedges and boosters in the investigated corpora, the means to achieve the mentioned objectives slightly differed and the informal style of language use dominating popular genres influenced the textual realizations of such functions.
Davud Kuhi; Parisa Tajahmad
Abstract
Writing academic texts by novice researchers requires a framework and support by learning how to cite the works of others. However, compared to the studies on other academic writings, studying citations by considering certainty markers has received little attention. The main purpose of this study was ...
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Writing academic texts by novice researchers requires a framework and support by learning how to cite the works of others. However, compared to the studies on other academic writings, studying citations by considering certainty markers has received little attention. The main purpose of this study was to investigate the shifts of certainty markers (hedges and boosters) in pre- and post-citation pieces of arguments in Applied Linguistic Textbooks. To this end, representative samples of about 50 Applied Linguistic Textbooks in 18 different topic areas were selected randomly from among 100 Textbooks and were analyzed on the basis of Hyland’s (2005) model. The researchers studied both direct/indirect and integral/non-integral citations and examined their pre- and post-citation parts in order to identify shifts of certainty that occurs in pre- and post-citation arguments. The analysis of the citations resulted in identification of nine different patterns. The study concludes with some implications for post-graduate students, novice researchers, academic writers and readers to equip themselves with discoursal properties required for writing academic textbooks.
Faramarz Pourmusa
Abstract
Writing academic texts by novice researchers requires a framework and support by learning how to cite the works of others. However, compared to the studies on other academic writings, studying citations by considering certainty markers has received little attention. The main purpose of this study was ...
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Writing academic texts by novice researchers requires a framework and support by learning how to cite the works of others. However, compared to the studies on other academic writings, studying citations by considering certainty markers has received little attention. The main purpose of this study was to investigate the shifts of certainty markers (hedges and boosters) in pre- and post-citation pieces of arguments in Applied Linguistic Textbooks. To this end, representative samples of about 50 Applied Linguistic Textbooks in 18 different topic areas were selected randomly from among 100 Textbooks and were analyzed on the basis of Hyland’s (2005) model. The researchers studied both direct/indirect and integral/non-integral citations and examined their pre- and post-citation parts in order to identify shifts of certainty that occurs in pre- and post-citation arguments. The analysis of the citations resulted in identification of nine different patterns. The study concludes with some implications for post-graduate students, novice researchers, academic writers and readers to equip themselves with discoursal properties required for writing academic textbooks.
