It is widely recognised that attaining best possible reception of one’s writing within the scientific community is among the main factors that contribute to the rhetorical profile of scientific prose. Authors not only have to negotiate meaning but also to persuade their peers (Allen, Qin & Lancaster, 1994; Atkinson 1996, 1999; Bazerman, 1988; Hyland, 1998, 2000). This is perhaps most remarkable when the position within the scientific community is disadvantageous, as in the case of female scientists during the Late Modern English period. (Crespo, 2012; Schiebinger, 1989, 2003). Conditionals present an array of functions of an interpersonal nature, these used to negotiate meaning or to achieve a better reader response. Whether they are used to state shared assumptions, to narrow the scope or mitigate the force of a claim, to show humility by rhetorically doubting one’s own wording or underlining one’s uncertainty, or to directly express politeness, conditionals can be characterised as “rhetorical device[s] for gaining acceptance for one’s claims” (Warchal, 2010, p. 141). The aim of this article is to analyse the use of conditionals as interpersonal, negotiating devices in the work of female scientists in the eighteenth and nineteenth centuries. To this end, texts written by women included in the Coruña Corpus of English Scientific Writing (Moskowich, 2011) will be searched for conditional markers, and the results will be analysed from a functional point of view, highlighting the particular ways in which female scientists used these devices across disciplines and through the period.
{"title":"Conditionals as interpersonal devices in Late Modern English women’s scientific writing","authors":"Luis Puente-Castelo","doi":"10.6035/languagev.7229","DOIUrl":"https://doi.org/10.6035/languagev.7229","url":null,"abstract":"It is widely recognised that attaining best possible reception of one’s writing within the scientific community is among the main factors that contribute to the rhetorical profile of scientific prose. Authors not only have to negotiate meaning but also to persuade their peers (Allen, Qin & Lancaster, 1994; Atkinson 1996, 1999; Bazerman, 1988; Hyland, 1998, 2000). This is perhaps most remarkable when the position within the scientific community is disadvantageous, as in the case of female scientists during the Late Modern English period. (Crespo, 2012; Schiebinger, 1989, 2003). \u0000Conditionals present an array of functions of an interpersonal nature, these used to negotiate meaning or to achieve a better reader response. Whether they are used to state shared assumptions, to narrow the scope or mitigate the force of a claim, to show humility by rhetorically doubting one’s own wording or underlining one’s uncertainty, or to directly express politeness, conditionals can be characterised as “rhetorical device[s] for gaining acceptance for one’s claims” (Warchal, 2010, p. 141). \u0000The aim of this article is to analyse the use of conditionals as interpersonal, negotiating devices in the work of female scientists in the eighteenth and nineteenth centuries. To this end, texts written by women included in the Coruña Corpus of English Scientific Writing (Moskowich, 2011) will be searched for conditional markers, and the results will be analysed from a functional point of view, highlighting the particular ways in which female scientists used these devices across disciplines and through the period.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49484209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study seeks to analyse the occurrence of contrastive relational markers in a corpus of recipes called Corpus of Women’s Instructive Texts in English, the 19th century sub-corpus (COWITE19). Opposition relations, also referred to as adversative or contrastive, are usually identified with markers such as “but”, “although”, and “however”. From a semantic point of view, a classification of these relations can be established into contrast, concession, and corrective, based on their linguistic evidence, lexical differences and syntactic behaviour (Izutsu, 2008). A further rhetorical function is antithesis, presented as a consistent device possessed of a verbal, analytical and persuasive nature (Fahnestock, 1999). The analysis of these markers is made following a computerised corpus analysis methodology and tries to discern which contrastive markers are mostly employed for the instructions conveyed by females. It also shows which opposition relation is predominant, whether contrastive, concessive, or corrective and, finally, it detects antithesis as an additional opposing meaning. In all cases, the possible argumentative role of these markers is highlighted as another step in the characterisation of women’s scientific writing.
{"title":"Contrastive relational markers in women’s expository writing in nineteenth-century English","authors":"Margarita Esther Sánchez Cuervo","doi":"10.6035/languagev.7228","DOIUrl":"https://doi.org/10.6035/languagev.7228","url":null,"abstract":"This study seeks to analyse the occurrence of contrastive relational markers in a corpus of recipes called Corpus of Women’s Instructive Texts in English, the 19th century sub-corpus (COWITE19). Opposition relations, also referred to as adversative or contrastive, are usually identified with markers such as “but”, “although”, and “however”. From a semantic point of view, a classification of these relations can be established into contrast, concession, and corrective, based on their linguistic evidence, lexical differences and syntactic behaviour (Izutsu, 2008). A further rhetorical function is antithesis, presented as a consistent device possessed of a verbal, analytical and persuasive nature (Fahnestock, 1999). The analysis of these markers is made following a computerised corpus analysis methodology and tries to discern which contrastive markers are mostly employed for the instructions conveyed by females. It also shows which opposition relation is predominant, whether contrastive, concessive, or corrective and, finally, it detects antithesis as an additional opposing meaning. In all cases, the possible argumentative role of these markers is highlighted as another step in the characterisation of women’s scientific writing.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44879929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Authored by Francisco J. Álvarez-Gil, Stance devices in tourism-related research articles: A corpus-based study (Peter Lang, 2022) is a recently published corpus-based work that sets out to assess the occurrence and purpose of stance markers in research articles focused on the field of tourism. In academic writing, the concept of 'stance' is typically concerned with the author's perspective or viewpoint on a particular topic. This includes the author's ideas, attitudes, and reasoning concerning the information given, as well as the supporting evidence and arguments put forth to back up any claims made. Establishing a clear and well-defined perspective is crucial when writing research articles, as it helps to establish the author's credibility, adopted stance, opposing viewpoints and arguments, and contributes to promoting further academic discussion and debate. The focus on stance is clearly grounded in the view of language as a functional system, emphasizing the purposes for which language is used.
由Francisco J. Álvarez-Gil撰写，旅游相关研究文章中的姿态设备:基于语料库的研究(Peter Lang, 2022)是最近发表的一项基于语料库的工作，旨在评估姿态标记在旅游领域研究文章中的出现和目的。在学术写作中，“立场”的概念通常与作者对特定主题的观点或观点有关。这包括作者的想法，态度，以及对所提供信息的推理，以及支持任何主张的证据和论点。在撰写研究文章时，建立一个清晰而明确的观点是至关重要的，因为它有助于建立作者的可信度，采用的立场，反对的观点和论点，并有助于促进进一步的学术讨论和辩论。这种关注立场显然是基于语言作为一个功能系统的观点，强调语言使用的目的。
{"title":"Book review: Stance devices in Tourism-related research articles: A corpus-based study","authors":"Gabriel Diez Abadie","doi":"10.6035/languagev.7300","DOIUrl":"https://doi.org/10.6035/languagev.7300","url":null,"abstract":"Authored by Francisco J. Álvarez-Gil, Stance devices in tourism-related research articles: A corpus-based study (Peter Lang, 2022) is a recently published corpus-based work that sets out to assess the occurrence and purpose of stance markers in research articles focused on the field of tourism. In academic writing, the concept of 'stance' is typically concerned with the author's perspective or viewpoint on a particular topic. This includes the author's ideas, attitudes, and reasoning concerning the information given, as well as the supporting evidence and arguments put forth to back up any claims made. Establishing a clear and well-defined perspective is crucial when writing research articles, as it helps to establish the author's credibility, adopted stance, opposing viewpoints and arguments, and contributes to promoting further academic discussion and debate. The focus on stance is clearly grounded in the view of language as a functional system, emphasizing the purposes for which language is used.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48512849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The proposed article aims to examine the strategies used by American women cookbook writers to attract the intended audience to their collections. The study is based on 19th-century cookbooks published in the United States; earlier collections, although available in the US were published in and brought from Britain. Written for and, in many cases, by housewives, the analysed cookbooks show, on the one hand, how the authors tried to convince the prospective reader of their expertise and knowledge. On the other hand, a certain degree of intimacy with the reader was to draw the reader’s attention to the collection. The discussion will be based on (i) the cookbooks’ titles, as they are “the first point of contact between the writer and the potential reader” (Haggan, 2004, p. 193) and an important determinant of a book’s success; and (ii) the authors’ signatures (as not all of the publications were signed with the author’s name).
本文旨在研究美国女性烹饪书作者为吸引目标读者而使用的策略。这项研究基于19世纪在美国出版的烹饪书;早期的收藏，虽然在美国可以买到，但都是在英国出版并从英国带来的。为家庭主妇而写的，在很多情况下是由家庭主妇写的，分析的烹饪书一方面显示了作者是如何试图让潜在的读者相信他们的专业知识的。另一方面，与读者保持一定程度的亲密关系是为了吸引读者的注意力。讨论将基于(i)烹饪书的标题，因为它们是“作者和潜在读者之间的第一个接触点”(Haggan, 2004, p. 193)，也是一本书成功的重要决定因素;(ii)作者的签名(因为并非所有的出版物都有作者的签名)。
{"title":"‘What Mrs Fisher knows about cooking’ - on the titles of early American cookbooks","authors":"M. Bator","doi":"10.6035/languagev.7224","DOIUrl":"https://doi.org/10.6035/languagev.7224","url":null,"abstract":"The proposed article aims to examine the strategies used by American women cookbook writers to attract the intended audience to their collections. The study is based on 19th-century cookbooks published in the United States; earlier collections, although available in the US were published in and brought from Britain. Written for and, in many cases, by housewives, the analysed cookbooks show, on the one hand, how the authors tried to convince the prospective reader of their expertise and knowledge. On the other hand, a certain degree of intimacy with the reader was to draw the reader’s attention to the collection. The discussion will be based on (i) the cookbooks’ titles, as they are “the first point of contact between the writer and the potential reader” (Haggan, 2004, p. 193) and an important determinant of a book’s success; and (ii) the authors’ signatures (as not all of the publications were signed with the author’s name).","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47547657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ratih Laily Nurjanah, J. Mujiyanto, H. Pratama, D. Rukmini
This study aims to determine the effects of a self-regulated learning strategy on students’ independence in Literal Reading education. Literal Reading is an educational course working on literal comprehension and assigned to 2nd semester students. This experiment was carried out using a self-regulated learning strategy with the phases; (1) Forethought and Planning phase, (2) Performance Monitoring phase, and (3) Self-Reflection phase. 120 students were selected as participants, with a case study and experimental diary conducted to observe the implementation of the utilized strategy. A questionnaire was distributed to these participants, to determine the patterns by which the self-regulated learning strategy helped in developing independent students. The results showed; (1) The implementation of the learning strategy emphasized goal settings, learning journal completions, and lecturers' feedback reviews, (2) Most students positively perceived the self-regulated learning strategy, by exhibiting some independent characteristics, such as academic goal setting, learning process monitoring, and self-evaluation. These indicated that the self-regulated strategy influenced the development of students' learning Independence.
{"title":"Students’ perceptions on learning independence: how self-regulated learning strategy helps?","authors":"Ratih Laily Nurjanah, J. Mujiyanto, H. Pratama, D. Rukmini","doi":"10.6035/languagev.6930","DOIUrl":"https://doi.org/10.6035/languagev.6930","url":null,"abstract":"This study aims to determine the effects of a self-regulated learning strategy on students’ independence in Literal Reading education. Literal Reading is an educational course working on literal comprehension and assigned to 2nd semester students. This experiment was carried out using a self-regulated learning strategy with the phases; (1) Forethought and Planning phase, (2) Performance Monitoring phase, and (3) Self-Reflection phase. 120 students were selected as participants, with a case study and experimental diary conducted to observe the implementation of the utilized strategy. A questionnaire was distributed to these participants, to determine the patterns by which the self-regulated learning strategy helped in developing independent students. The results showed; (1) The implementation of the learning strategy emphasized goal settings, learning journal completions, and lecturers' feedback reviews, (2) Most students positively perceived the self-regulated learning strategy, by exhibiting some independent characteristics, such as academic goal setting, learning process monitoring, and self-evaluation. These indicated that the self-regulated strategy influenced the development of students' learning Independence.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47359190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores the implementation of internationalisation in the Spanish university system and its effects from a mixed methods approach, combining quantitative corpus linguistics techniques and qualitative interview protocols. Results from the quantitative and qualitative analysis showed that Spanish universities’ written policies align with the national framework and rely on a complementary use of ‘abroad’ and ‘at home’ strategies for research and education mostly through mobility, collaboration, and English-medium instruction. A positive representation of internationalisation is also identified, with both top-down and bottom-up actors stressing its benefits for society and individuals. Yet, some critical voices pointed at mismatches between institutional views and stakeholders’ experiences, questioning the sufficient allocation of resources and lack of recognition and incentives. The paper argues that effective comprehensive internationalisation should include written internationalisation plans, communication strategies, and a clearly defined internationalisation model adapted to the universities’ particularities.
{"title":"Do top-down and bottom-up agents agree on internationalisation? A mixed methods study of Spanish universities","authors":"Rosana Villares Maldonado","doi":"10.6035/languagev.6845","DOIUrl":"https://doi.org/10.6035/languagev.6845","url":null,"abstract":"This paper explores the implementation of internationalisation in the Spanish university system and its effects from a mixed methods approach, combining quantitative corpus linguistics techniques and qualitative interview protocols. Results from the quantitative and qualitative analysis showed that Spanish universities’ written policies align with the national framework and rely on a complementary use of ‘abroad’ and ‘at home’ strategies for research and education mostly through mobility, collaboration, and English-medium instruction. A positive representation of internationalisation is also identified, with both top-down and bottom-up actors stressing its benefits for society and individuals. Yet, some critical voices pointed at mismatches between institutional views and stakeholders’ experiences, questioning the sufficient allocation of resources and lack of recognition and incentives. The paper argues that effective comprehensive internationalisation should include written internationalisation plans, communication strategies, and a clearly defined internationalisation model adapted to the universities’ particularities.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44690496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research explores the differences and similarities found in two corpora representative of two registers of relevance for Navy submariners in the Spanish Navy Submarine Warfare School. It shows cases in a range of analyses based on multi-dimensional analysis that can inform professional language teaching in such contexts. It is argued that linguistic variation among the texts affords the identification of both converging and diverging patterns of variation across dimensions of use.
{"title":"A multidimensional analysis of two registers of English for Navy submariners","authors":"Yolanda Noguera Díaz","doi":"10.6035/languagev.7019","DOIUrl":"https://doi.org/10.6035/languagev.7019","url":null,"abstract":"This research explores the differences and similarities found in two corpora representative of two registers of relevance for Navy submariners in the Spanish Navy Submarine Warfare School. It shows cases in a range of analyses based on multi-dimensional analysis that can inform professional language teaching in such contexts. It is argued that linguistic variation among the texts affords the identification of both converging and diverging patterns of variation across dimensions of use. ","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42896300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is not surprising that as we come upon the thirtieth anniversary of the birth of Content and Language Integrated Learning (CLIL), this young pedagogical approach is still a complicated phenomenon, with a wide variety of issues in every aspect of education remaining to be addressed. CLIL assessment is one of them. Although over a decade has passed since Coyle et al. (2010) necessitated an explicit understanding of the assessment process in CLIL, “the variety and depth of issues that remain on the CLIL agenda suggest more research on CLIL assessment is indeed needed before future research can offer clear and workable solutions for both teachers and students” (De Angelis, 2021, p. 32). To this end, the book entitled Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations is a timely response, both in scope and usefulness. It is a successful compilation of papers, which link various theoretical perspectives with different research paradigms and feature the discussion of classroom assessment aimed at improving the quality standard of education. The value of this volume is undeniable, and both researchers and educators can benefit from it, with a dialectical relationship established between research and classroom practices.
当我们迎来内容与语言综合学习(CLIL)诞生三十周年之际，这种年轻的教学方法仍然是一个复杂的现象，在教育的各个方面都有各种各样的问题有待解决，这并不奇怪。CLIL评估就是其中之一。尽管自Coyle等人(2010)要求明确理解CLIL中的评估过程以来已经过去了十多年，“CLIL议程上仍然存在的问题的多样性和深度表明，在未来的研究能够为教师和学生提供明确可行的解决方案之前，确实需要对CLIL评估进行更多的研究”(De Angelis, 2021, p. 32)。为此，《内容和语言综合学习(CLIL)课堂中的评估和学习:方法和概念化》一书在范围和实用性方面都是及时的回应。这是一个成功的论文汇编，它将不同的理论观点与不同的研究范式联系起来，并以课堂评估为特色，旨在提高教育质量标准。这本书的价值是不可否认的，研究人员和教育工作者都可以从中受益，在研究和课堂实践之间建立了辩证关系。
{"title":"Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations","authors":"Hengzhi Ciel Hu","doi":"10.6035/languagev.6618","DOIUrl":"https://doi.org/10.6035/languagev.6618","url":null,"abstract":"It is not surprising that as we come upon the thirtieth anniversary of the birth of Content and Language Integrated Learning (CLIL), this young pedagogical approach is still a complicated phenomenon, with a wide variety of issues in every aspect of education remaining to be addressed. CLIL assessment is one of them. Although over a decade has passed since Coyle et al. (2010) necessitated an explicit understanding of the assessment process in CLIL, “the variety and depth of issues that remain on the CLIL agenda suggest more research on CLIL assessment is indeed needed before future research can offer clear and workable solutions for both teachers and students” (De Angelis, 2021, p. 32). To this end, the book entitled Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations is a timely response, both in scope and usefulness. It is a successful compilation of papers, which link various theoretical perspectives with different research paradigms and feature the discussion of classroom assessment aimed at improving the quality standard of education. The value of this volume is undeniable, and both researchers and educators can benefit from it, with a dialectical relationship established between research and classroom practices.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43419548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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