J 2023

Writer-reader interaction in L2 learner academic discourse: Reader engagement in Czech students' Master's theses

DONTCHEVA-NAVRÁTILOVÁ, Olga

Basic information

Original name

Writer-reader interaction in L2 learner academic discourse: Reader engagement in Czech students' Master's theses

Authors

DONTCHEVA-NAVRÁTILOVÁ, Olga (100 Bulgaria, guarantor, belonging to the institution)

Edition

Linguistica Pragensia, Praha, Charles University Prague, Faculty of Arts, 2023, 0862-8432

Other information

Language

English

Type of outcome

Článek v odborném periodiku

Field of Study

60203 Linguistics

Country of publisher

Czech Republic

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

Impact factor

Impact factor: 0.200 in 2022

RIV identification code

RIV/00216224:14410/23:00134310

Organization unit

Faculty of Education

DOI

UT WoS

001097347800002

Keywords in English

reader engagement; Master’s thesis; academic discourse; intercultural rhetoric; metadiscourse

Tags

International impact, Reviewed
Změněno: 7/12/2023 09:17, Mgr. Daniela Marcollová

Abstract

V originále

This article studies writer-reader interaction in L2 (Czech) learner academic discourse focusing on reader engagement in English-medium Master’s theses written in the humanities. The study draws on Hyland and Jiang’s (2016) model of engagement. It aims to reveal how Czech graduates use features of engagement (reader reference, appeals to shared knowledge, directives and questions) to establish solidarity with readers by acknowledging their presence and negotiating potential alternative views. The contrastive corpus-based analysis compares a corpus of Czech English-medium Master’s theses with two reference L1 corpora representing learner and published academic discourse to explore the impact of linguacultural background, expertise and discipline on the frequency of use and functions of engagement markers. The findings indicate that realisation patterns and functions of engagement markers vary significantly across the corpora. Czech graduates tend to underuse reader reference and questions, overuse directives, and generally fail to approximate disciplinary patterns of engagement markers. This seems to reflect students’ insufficient awareness of academic rhetorical conventions, their efforts to blend L1 and L2 academic norms, and the specificity of the audience they are addressing in the examination context of the Master’s thesis.

Links

GA21-12150S, research and development project
Name: Mezikulturní variace v interakci mezi autorem a čtenářem v anglickém akademickém diskurzu českých studentů a rodilých mluvčích angličtiny
Investor: Czech Science Foundation, Intercultural variation in writer-reader interaction in English-medium academic discourse by Czech and Anglophone novice writers