|تعداد مشاهده مقاله||9,731,571|
|تعداد دریافت فایل اصل مقاله||6,362,972|
Authorial and Gender Identity in Published Research Articles and Students’ Academic Writing in Applied Linguistics
|Iranian Journal of Applied Language Studies|
|دوره 15، شماره 1، تیر 2023، صفحه 117-140 اصل مقاله (671.75 K)|
|نوع مقاله: Research Paper|
|شناسه دیجیتال (DOI): 10.22111/ijals.2023.45472.2349|
|Mahsa Farahanynia* 1؛ Saeed Nourzadeh2|
|1Department of English Language and Literature, Faculty of Foreign Languages, Allameh Tabataba’i University, Tehran, Iran|
|2English Department, Damghan University, Damghan, Iran.|
|This study explores how professional and student writers manifest their authorial identities and project their gender voices in their academic texts. To this end, 38 male-authored and 38 female-authored articles published in seven leading international journals were selected. Moreover, 38 articles written by male students and 38 articles authored by female students were collected from two universities in Iran. Taking an academic writing course, these students handed in their papers as term projects. These academic writings were analyzed based on Hyland’s metadiscourse framework comprising two major resources: interactional and interactive metadiscourse resources. The findings indicated the male authors mainly attended to discourse organization using more interactive resources while the female authors mostly solicited solidarity by employing more interactional resources. The professional authors engaged in a more critical stance using self-mentions and attitude markers and the students focused on discourse organization. Attitude markers and self-mentions, as markers of stance-taking, were absent in the students’ writing. The professional authors made use of their gender identity to promote their authorial identity instead of suppressing it. These results suggest that EAP programs should inform students how to employ both metadiscourse resources and their gender-based discourse choices to express their authorial identity more effectively.|
|gender voice؛ authorial identity؛ interactive metadiscourse؛ interactional metadiscourse؛ stance-taking|
Allum, J., & Okahana, H. (2015). Graduate enrollment and degrees: 2004 to 2014. Council of Graduate Schools.
Anggraini, L., Maisarah, I., Syafryadin, S., & Arsyad, S. (2022). The study of gender on language use through conversation of XI Social 1 Students at SMAN 9 Musi Rawas. Linguists: Journal of Linguistics and Language Teaching, 8(2), 246-257. http://dx.doi.org/10.29300/ling.v8i2.8291
Bal-Gezegin, B., & Bas, M. (2020). Metadiscourse in academic writing: A comparison of research articles and book reviews. Eurasian Journal of Applied Linguistics, 6(1), 45-62.
Biber, D. (2006). University Language: A corpus‐based study of spoken and written registers. John Benjamins Publishing Company.
Bondi, M. (2012). Voice in Textbooks: between Exposition and Argument. In K. Hyland & C. S. Guinda (Eds.), Stance and voice in written academic genres (pp. 101-118). CPI Antony Rowe, Chippenham and Eastbourne: Great Britain.
Cabaroglu, N., & Roberts, J. (2000). Development in student teachers’ pre-existing beliefs during a 1-year PGCE programme. System, 28(3), 387-402.
Cao, F., & Hu, G. (2014). Interactive metadiscourse in research articles: A comparative study of paradigmatic and disciplinary influences. Journal of Pragmatics, 66, 15-31.
Chang, P. (2010). Taking an effective authorial stance in academic writing: Inductive learning for second language writers using a stance corpus. [Unpublished Doctoral Dissertation]. The University of Michigan.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Academic Press.
Dafouz-Milne, E. (2008). The pragmatic role of textual and interpersonal metadiscourse markers in the construction and attainment of persuasion: A cross-linguistic study of newspaper discourse. Journal of Pragmatics, 40(1), 95-113.
Deitrick, W., Miller, Z., Valyou, B., Dickinson, B., Munson, T., & Hu, W. (2012). Gender identification on twitter using the modified balanced winnow. Communications and Network, 4(3), 189-195.
Dousti, M., & Eslami Rasekh, A. (2016). ELT students’ gender differences in the use of hedges in interpersonal interactions: A mixed method approach applied. Journal of Applied
Linguistics and Language Research, 3(1), 217-231.
Egbert, J. (2007). Quality analysis of journals in TESOL and applied linguistics. TESOL Quarterly, 41, 157-171.
Feak, C. B., & Swales, J. M. (2009). Telling a Research Story: Writing a literature review, Ann Arbor, MI: University of Michigan Press.
Flowerdew, J. (2000). Discourse community, legitimate peripheral participation, and the nonnative-English-speaking scholar. TESOL Quarterly, 34(1), 127-150.
Flowerdew, J., & Wang, S. (2015). Identity in academic discourse. Annual Review of Applied Linguistics, 35, 81-99.
Gee, J. (2015). Social linguistics and literacies: Ideology in discourses. Routledge.
Halliday, M.A.K. (1994). An Introduction to Functional Grammar. Edward Arnold.
Hamdan, S. (2011). Identifying the linguistic Genderlects of the style of writing of Arab male and female novelists. Journal of Education Culture and Society, 2, 55-62.
Hood, S. (2004). Managing attitude in undergraduate academic writing: a focus on the introductions to research reports. In L. J. Ravelli & R. A. Ellis (Eds.), Analysing academic writing: Contextualized frameworks (pp. 24‐44). Continuum.
Hood, S. (2006). The persuasive power of prosodies: Radiating values in academic writing. Journal of English for Academic Purposes, 5, 37‐49.
Hood, S. (2012). Voice and Stance as APPRAISAL: Persuading and positioning in research writing across intellectual fields. In K. Hyland & C. S. Guinda (Eds.), Stance and voice in written academic genres (pp. 51-68). CPI Antony Rowe, Chippenham and Eastbourne: Great Britain.
Hu, G., & Cao, F. (2011) Hedging and boosting in abstracts of applied linguistics articles: A comparative study of English- and Chinese-medium journals. Journal of Pragmatics, 43, 2795-2809.
Hyland, K. (2002). Authority and invisibility: Authorial identity in academic writing. Journal of Pragmatics, 34, 1091-1112.
Hyland, K. (2005). Stance and engagement: A model of interaction in academic discourse. Discourse Studies, 7(2), 173–192.
Hyland, K. (2009). Academic Discourse: English in a Global Context. Cambridge University Press.
Hyland, K. (2012). Undergraduate understandings: Stance and voice in final year reports. In K. Hyland & C. S. Guinda (Eds.), Stance and voice in written academic genres (pp. 134-150). CPI Antony Rowe, Chippenham and Eastbourne: Great Britain.
Hyland, K. (2015). Genre, discipline and identity. Journal of English for Academic Purposes, 19, 32-43.
Hyland, K., & Jiang, F. K. (2022). Metadiscourse choices in EAP: An intra-journal study of JEAP. Journal of English for Academic Purposes, 60(101165). https://doi.org/10.1016/j.jeap.2022.101165.
Hyland, K., & Tse, P. (2004). Metadiscourse in academic writing: A reappraisal. Applied Linguistics, 25(2), 156-177.
Ishikawa, Y. (2015). Gender differences in vocabulary use in essay writing by university students. Procedia - Social and Behavioral Sciences, 192, 593-600.
Isik-Tas, E. E. (2018). E Authorial identity in Turkish language and English language research articles in Sociology: The role of publication context in academic writers’ discourse choices. English for Specific Purposes, 49, 26-38.
Jiang, F., & Ma, X. (2018). Positioning and proximity of reader engagement: authorial identity in professional and apprentice academic genres. Eurasian Journal of Applied Linguistics, 6(1), 45-62.
Kawase, T. (2015). Metadiscourse in the introductions of PhD theses and research articles. Journal of English for Academic Purposes, 20, 114-124.
Lillis, Th., McMullan, J., & Tuck, J. (2018). Gender and academic writing. Journal of English for Academic Purpose, 32, 1-8.
Malmir, A. (2020). Interlanguage pragmatic learning strategies (IPLS) as predictors of L2 social identity: A case of Iranian upper-intermediate and advanced EFL Learners. Iranian Journal of Applied Language Studies, 12(1), 177–216.
Matsuda, P. K., & Tardy, C.M. (2007). Voice in academic writing: The rhetorical construction of author identity in blind manuscript review. English for Specific Purposes, 26, 235-249.
Mirzapour, F., & Mahand, M. (2016). Hedges and boosters in native and non-native library and information and computer science research articles. The Southeast Asian Journal of Language Studies, 18(2), 119-128.
Nasri, M., Biri, M., & Karimi, M. (2018). Projecting Gender Identity in Argumentative Written Discourse. International Journal of Applied Linguistics & English Literature, 7(3), 201-205.
Newman, M. L., Groom, C. J., Handelman, L. D., & Pennebaker, J. W. (2008). Gender differences in language use: An analysis of 14,000 text samples. Discourse Processes, 45, 122-236.
Pho, P (2008). Research article abstracts in applied linguistics and educational technology: a study of linguistic realizations of rhetorical structure and authorial stance. Discourse Studies, 10, 231‐250.
Pennycook, A. (2022). Critical applied linguistics in the 2020s. Critical Inquiry in Language Studies, 19(1), 1-21.
Piersoul, J. & Van de Velde, F. (2023). Men use more complex language than women, but the difference has decreased over time: A study on 120 years of written Dutch. Linguistics, 61(3), 725-747. https://doi.org/10.1515/ling-2021-0022
Preece, S. (2018). Identity work in the academic writing classroom: Where gender meets social
class. Journal of English for Academic Purposes, 9-12.
Robson, J., Francis, B., & Read, B. (2002). Writers of passage: stylistic features of male and female undergraduate history essays. Journal of Further and Higher Education, 26(4), 351-362.
Salimi. E.A., Salimi, M., Nezakatgoo, B., & Hajokandi, A.M. (2022). Author count, author gender, and authorial stance: A corpus-assisted analysis. Teaching English Language, 16(1), 261-283.
Schleppegrell, M. (2004). Technical writing in a second language: the role of grammatical metaphor. In Ravelli and Ellis (Eds.), Analysing academic writing: Contextualized frameworks (pp. 173‐189). Continuum.
Schmauss, L. S., & Kilian, K. (2023). Hedging with modal auxiliary verbs in scientific discourse and women’s language. Open Linguistics, 9(1), 20220229. https://doi.org/10.1515/opli-2022-0229
Shirzad, F., Musavi, K., Atmani, S., Ahranjani, A., & Iraji, S. (2013). Gender differences in EFL academic writing. International Journal of Academic Research, 5(5), 79-88.
Sugimoto, C. R., Lariviere, V., Ni, C. Q., Gingras, Y., & Cronin, B. (2013). Global gender disparities in science. Nature, 504 (7479), 211-213.
Tajeddin, Z., & Malmir, A. (2014). Knowledge of L2 speech acts: Impact of gender and language learning experience. Journal of Modern Research in English Language Studies, 1(2), 1–21.
Tse, P., & Hyland, K. (2008). `Robot Kung fu': Gender and professional identity in biology and philosophy reviews. Journal of Pragmatics, 40(7), 1232-1248.
Wang, P., & Hu, G. (2023). Disciplinary and gender-based variations: A frame-based analysis of interest markers in research articles. English for Specific Purposes, 70, 177-191.
Weber, M., & Campbell, C. M. (2004). In other professional journals. Modern Language Journal, 88, 457-466.
Yeganeh, M. T., & Ghoreyshi, S. M. (2015). Exploring gender differences in the use of discourse markers in Iranian academic research articles. Procedia-Social and Behavioral sciences, 192(24), 684-689.
Zarei, Z., & Saadabadi H. M. (2019). Authorial Identity Presence in Academic Articles: The Case of Iranian Scholars. Journal of New Advances in English Language Teaching and Applied Linguistics, 1(1), 38-51.
Zhang, Y., Yu, S., & Yuan, K. (2020). Understanding Master’s students’ peer feedback practices from the academic discourse community perspective: A rethinking of postgraduate pedagogies. Teaching in Higher Education, 25(2), 126-140.
تعداد مشاهده مقاله: 49
تعداد دریافت فایل اصل مقاله: 71