ENGAGEMENT RESOURCES IN ESP RESEARCH ARTICLE ABSTRACTS

Katarina  M. Ilić

doi:10.21618/fil2225240i

Autori

Katarina M. Ilić University of Niš Faculty of Philosophy

DOI:

https://doi.org/10.21618/fil2225240i

Parole chiave:

academic discourse, Appraisal theory, engagement resources, dialogic space, English for Specific Purposes

Abstract

This paper investigates engagement resources employed in research article abstracts in the field of English for Specific Purposes. Engagement resources comprise rhetorical strategies by which authors allow for or dismiss alternative viewpoints. Excluding the dialogic space for alternative opinions is termed dialogic contraction, while opening up the possibility for dialogic alternatives is dialogic expansion. These strategies are described within Appraisal theory of Systemic Functional Linguistics. We conducted a corpus-based qualitative analysis on 50 ESP abstracts using Martin and White’s analytical method (Martin and White 2005), in order to investigate the dialogic space occupied by the writer and reader in the sample. All abstracts were written in English and published by Taylor & Francis Group in the period from 2015 to 2020. Engagement resources were identified and explicated in each move structure of abstracts we analysed. The results of the study will show what kind of lexicogrammatical structures are employed in order to achieve the rhetorical eﬀects of dialogic expansion and contraction in ESP research article abstracts. The awareness of the evaluative strategies can help novice ESP academic authors in modeling their own abstracts and academic texts in general.

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English for Specific Purposes Abstract Corpus (ESPAC)

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ESPAC 35 Ai, Bin, Lifei Wang and Jie Zhang (2018). “Using English as Economic Capital in a Chinese–Australian Workplace: Implications for Teaching Business English in China”, Journal of Teaching in International Business, Volume 29, Issue 4, 272–288, DOI: 10.1080/08975930.2018.1557095.

ESPAC 36 Pashmforoosh, Roya, and Esmat Babaii (2015), “Whose Culture and How Far? Culture Presentation in Current Business English Textbook Series”, Journal of Teaching in International Business, Volume 26, Issue 3, 216–236, DOI: 10.1080/08975930.2015.1083514.

ESPAC 37 Gan, Zhengdong, Guangwei Hu, Wenjiao Wang, Honghan Nang and Zhujun An (2020), “Feedback behaviour and preference in university academic English courses: associations with English language self-efficacy”, Assessment & Evaluation in Higher Education, DOI: 10.1080/02602938.2020.1810628.

ESPAC 38 Bowker, Lynne (2020), “Machine translation literacy instruction for international business students and business English instructors”, Journal of Business & Finance Librarianship, Volume 25, Issue 1–2, 25–43, DOI: 10.1080/08963568.2020.1794739.

ESPAC 39 Karimi, Somayeh, and Adel Dastgoshadeh (2018), “The eﬀect of strategybased instruction on EAP students’ reading performance and reading autonomy”, Cogent Education, Volume 5, Issue 1, DOI: 10.1080/2331186X.2018.1527981.

ESPAC 40 Pang, Hanzhou (2017), “Intercultural and Transnational Negotiation of English Academic Written Discourse: A Few Cases in the USA, South Korea and Russia”, Changing English: Studies in Culture and Education, Volume 24, Issue 1, 34–41, DOI: 10.1080/1358684X.2016.1213624.

ESPAC 41 Ho, Ya-Yu Cloudia, and Maria R. Coady (2018), “English as a second language nurses in the United States: culture, communication, and needs for continuing education”, Studies in Continuing Education, Volume 40, Issue 2, 212–233, DOI: 10.1080/0158037X.2018.1460721.

ESPAC 42 Tratnik, Alenka, Marko Urh and Eva Jereb (2019), “Student satisfaction with an online and a face-to-face Business English course in a higher education context”, Innovations in Education and Teaching International, Volume 56, Issue 1, 36–45, DOI: 10.1080/14703297.2017.1374875.

ESPAC 43 Ebadi, Saman, and Gerannaz Zamani (2018), “Predatory publishing as a case of symbolic violence: A critical English for academic purposes approach”, Cogent Education, Volume 5, Issue 1, DOI: 10.1080/2331186X.2018.1501889.

ESPAC 44 Lopez, Alexis A. (2020), “Examining How Spanish-Speaking English Language Learners Use Their Linguistic Resources and Language Modes in a Dual Language Mathematics Assessment Task”, Journal of Latinos and Education, DOI: 10.1080/15348431.2020.1731693.

ESPAC 45 Tan, Xuejiao, Min Chen, Xiewan Chen, Rongxia Liao and Jianguo Sun (2015), “A shift of focus is required in English courses for Chinese medical postgraduates”, Medical Teacher, Volume 37, Issue 4, 403–404, DOI: 10.3109/0142159X.2014.1001338.

ESPAC 46 Murray, Neil, and Amanda Muller (2019), “Developing academic literacy through a decentralised model of English language provision”, Journal of Further and Higher Education, Volume 43, Issue 10, 1348–1362, DOI: 10.1080/0309877X.2018.1483015.

ESPAC 47 Jego, Eric Hajime, and Olga Amengual (2017), “Current trends in medical English education and the Japan College of Rheumatology International School”, Modern Rheumatology, Volume 27, Issue 6, 1101–1105, DOI: 10.1080/14397595.2017.1307503.

ESPAC 48 Huang, Yi-Ping (2019), “English-medium instruction in law and the humanities in higher education: the role of teacher identity”, Higher Education Research & Development, Volume 38, Issue 6, 1183–1196, DOI: 10.1080/07294360.2019.1621269.

ESPAC 49 Fenton-Smith, Ben, and Pamela Humphreys (2017), “Language specialists’ views on the academic language and learning abilities of English as an additional language postgraduate coursework students: towards an adjunct tutorial model”, Higher Education Research & Development, Volume 36, Issue 2, 280–296, DOI: 10.1080/07294360.2016.1185397.

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