Engagement in the L2 classroom is consequential for enhancing the quality of L2 learning experiences; however, the exploration of engagement in the Initiation, Response, and Feedback (IRF) cycles has received scant attention in L2 pedagogy. This study reports on research, examining engagement in Initiation, Response, and Feedback moves in the IRF cycles. Video recordings and questionnaires were used to collect data from ten EFL classes, being directed by eight teachers, with 73 learners. Using a post-interaction questionnaire and conversation analysis of classroom interactions, the analysis of the data revealed 784 triadic cycles out of which 493 moves embodied engagement. The data showed that not only do the Response and Feedback stages afford L2 learners the opportunity to deliberate on Form-focused language-related episodes (F-LREs), Lexis-focused LREs (L-LREs), and Mechanical LREs (M-LREs), but they also promote social and affective engagement. The comments on the questionnaire also revealed a deeper understanding of the participants’ affective engagement. The findings revealed that certain features of the IRF cycles and peers’ contributions encourage engagement during the IRF cycles. The results also demonstrated that scaffolding, mutuality, reciprocity, back-channeling, and commenting on preceding contributions made L2 learners socially engaged. The analysis suggests that the IRF cycles can create ad-hoc chances for engagement in L2 classroom interactions.
{"title":"Engagement in initiation, response, and feedback in L2 classroom interactions","authors":"Masoomeh Estaji, Meisam Mirzaei Shojakhanlou","doi":"10.5817/di2023-1-70","DOIUrl":"https://doi.org/10.5817/di2023-1-70","url":null,"abstract":"Engagement in the L2 classroom is consequential for enhancing the quality of L2 learning experiences; however, the exploration of engagement in the Initiation, Response, and Feedback (IRF) cycles has received scant attention in L2 pedagogy. This study reports on research, examining engagement in Initiation, Response, and Feedback moves in the IRF cycles. Video recordings and questionnaires were used to collect data from ten EFL classes, being directed by eight teachers, with 73 learners. Using a post-interaction questionnaire and conversation analysis of classroom interactions, the analysis of the data revealed 784 triadic cycles out of which 493 moves embodied engagement. The data showed that not only do the Response and Feedback stages afford L2 learners the opportunity to deliberate on Form-focused language-related episodes (F-LREs), Lexis-focused LREs (L-LREs), and Mechanical LREs (M-LREs), but they also promote social and affective engagement. The comments on the questionnaire also revealed a deeper understanding of the participants’ affective engagement. The findings revealed that certain features of the IRF cycles and peers’ contributions encourage engagement during the IRF cycles. The results also demonstrated that scaffolding, mutuality, reciprocity, back-channeling, and commenting on preceding contributions made L2 learners socially engaged. The analysis suggests that the IRF cycles can create ad-hoc chances for engagement in L2 classroom interactions.","PeriodicalId":38177,"journal":{"name":"Discourse and Interaction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49249233","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 strives to uncover the leading paragraph build-up patterns in academic writing. It employs the framework pioneered by Mathesius (1942/1982) and Daneš (1994, 1995), and elaborated on by Pípalová (2005, 2008a, 2008b, 2014). The corpus assembled for the study involves three distinct sections of Research Articles, viz. Abstracts, Introductions and Conclusions. The research confirms the general prevalence of Broad P-theme paragraphs, especially the Content Frame categories. It also demonstrates that non-canonical (i.e. transitional and peripheral) forms of paragraph build-up tend to prevail and identifies a number of factors at play. The paper also shows that the distribution of paragraph patterns is not homogeneous and appears to change across the space of the Research Articles.
{"title":"What is in the paragraphs of various sections of research articles?","authors":"R. Pípalová","doi":"10.5817/di2023-1-93","DOIUrl":"https://doi.org/10.5817/di2023-1-93","url":null,"abstract":"This paper strives to uncover the leading paragraph build-up patterns in academic writing. It employs the framework pioneered by Mathesius (1942/1982) and Daneš (1994, 1995), and elaborated on by Pípalová (2005, 2008a, 2008b, 2014). The corpus assembled for the study involves three distinct sections of Research Articles, viz. Abstracts, Introductions and Conclusions. The research confirms the general prevalence of Broad P-theme paragraphs, especially the Content Frame categories. It also demonstrates that non-canonical (i.e. transitional and peripheral) forms of paragraph build-up tend to prevail and identifies a number of factors at play. The paper also shows that the distribution of paragraph patterns is not homogeneous and appears to change across the space of the Research Articles.","PeriodicalId":38177,"journal":{"name":"Discourse and Interaction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43126709","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}
Information technology (IT) professionals are a specific discourse community whose oral communication in English as a second language (ESL) predominates at all levels of workplace activities in the multinational IT sector. Since IT students’ pragmatic competence in performing communicative functions is essential for their effective communication in an academic setting and a global work environment, it is important to investigate this aspect of their language systematically and carefully. This paper focuses on IT students’ speech acts and the ways they modify the illocutionary force while participating in in-class debates. The analysis revealed that students used a wide range of speech acts and different metadiscourse markers for both increasing and reducing the illocutionary force. The ways IT students used boosters and hedges also reflect how they assume and share their professional knowledge and experience in their discourse community.
{"title":"Information technology students’ involvement in in-class debates: Speech acts and modification of the illocutionary force","authors":"Eva Ellederová","doi":"10.5817/di2022-2-28","DOIUrl":"https://doi.org/10.5817/di2022-2-28","url":null,"abstract":"Information technology (IT) professionals are a specific discourse community whose oral communication in English as a second language (ESL) predominates at all levels of workplace activities in the multinational IT sector. Since IT students’ pragmatic competence in performing communicative functions is essential for their effective communication in an academic setting and a global work environment, it is important to investigate this aspect of their language systematically and carefully. This paper focuses on IT students’ speech acts and the ways they modify the illocutionary force while participating in in-class debates. The analysis revealed that students used a wide range of speech acts and different metadiscourse markers for both increasing and reducing the illocutionary force. The ways IT students used boosters and hedges also reflect how they assume and share their professional knowledge and experience in their discourse community.","PeriodicalId":38177,"journal":{"name":"Discourse and Interaction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47034810","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 article scrutinizes metadiscourse in English-medium academic prose by Russian writers from two different discourse communities focusing on the ways they interact with the reader and present themselves and their research results. It is assumed that the distribution of interactional metadiscourse elements varies across disciplines. The theoretical basis of the study is Hyland’s (2005) model of interactional metadiscourse which offers a pragmatically-grounded method of studying metadiscourse in academic texts. The study was carried out on a corpus of 156 abstracts derived from two Russian journals in the field of linguistics and computer engineering. The study confirmed Hyland’s findings about research article abstracts in the humanities and hard sciences, though it revealed some distinctive features of English-medium research article abstracts by Russian writers. The findings can enhance English L2 novice academic writers’ familiarity with the academic writing conventions in the discipline.
{"title":"Metadiscourse patterns in academic prose by non-native English writers: A cross-disciplinary perspective","authors":"O. Boginskaya","doi":"10.5817/di2022-2-5","DOIUrl":"https://doi.org/10.5817/di2022-2-5","url":null,"abstract":"This article scrutinizes metadiscourse in English-medium academic prose by Russian writers from two different discourse communities focusing on the ways they interact with the reader and present themselves and their research results. It is assumed that the distribution of interactional metadiscourse elements varies across disciplines. The theoretical basis of the study is Hyland’s (2005) model of interactional metadiscourse which offers a pragmatically-grounded method of studying metadiscourse in academic texts. The study was carried out on a corpus of 156 abstracts derived from two Russian journals in the field of linguistics and computer engineering. The study confirmed Hyland’s findings about research article abstracts in the humanities and hard sciences, though it revealed some distinctive features of English-medium research article abstracts by Russian writers. The findings can enhance English L2 novice academic writers’ familiarity with the academic writing conventions in the discipline.","PeriodicalId":38177,"journal":{"name":"Discourse and Interaction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46041191","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}
Linguistically, interactive metadiscourse devices are responsible for creating an unfolding and persuasive piece of writing. They help writers come up with a cohesive and reader-friendly text and highlight how they control the interactive meaning. This corpus-driven study is an attempt to explore the use of interactive metadiscourse markers in English dentistry research articles published in International ISI-indexed and Iranian local research-based journals. The aim was to see if interactive resources, as realized by rhetorical options, such as transitions, code glosses, endophoric markers, evidentials, and frame markers, are predisposed to discipline-specific rhetorical conventions. To this end, fourty dentistry research articles were analyzed using Hyland’s (2005) Interpersonal Model of Metadiscourse. The results disclosed similarities and differences in both the frequency and use of interactive resources between the two sets of research articles. The present results are expected to extend our understanding of authorial preferences for the use of metadiscourse markers in tandem with discourse functions in research articles in the selected discipline. The results of such studies may also improve different features of language pedagogy, such as teaching and learning academic writing, namely research articles.
{"title":"Interactive metadiscourse in dentistry research articles: Iranian vs non-Iranian academic writers","authors":"Mohsen Khedri, Elham Basirat","doi":"10.5817/di2022-2-77","DOIUrl":"https://doi.org/10.5817/di2022-2-77","url":null,"abstract":"Linguistically, interactive metadiscourse devices are responsible for creating an unfolding and persuasive piece of writing. They help writers come up with a cohesive and reader-friendly text and highlight how they control the interactive meaning. This corpus-driven study is an attempt to explore the use of interactive metadiscourse markers in English dentistry research articles published in International ISI-indexed and Iranian local research-based journals. The aim was to see if interactive resources, as realized by rhetorical options, such as transitions, code glosses, endophoric markers, evidentials, and frame markers, are predisposed to discipline-specific rhetorical conventions. To this end, fourty dentistry research articles were analyzed using Hyland’s (2005) Interpersonal Model of Metadiscourse. The results disclosed similarities and differences in both the frequency and use of interactive resources between the two sets of research articles. The present results are expected to extend our understanding of authorial preferences for the use of metadiscourse markers in tandem with discourse functions in research articles in the selected discipline. The results of such studies may also improve different features of language pedagogy, such as teaching and learning academic writing, namely research articles.","PeriodicalId":38177,"journal":{"name":"Discourse and Interaction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45650450","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}
Despite the claim that the world is progressing toward gender parity, gender stereotyping continues to be a challenge for many countries, including Indonesia. This critical discourse study sought to investigate if gender stereotypes (still) exist in English language textbooks (ELTs) utilized in international and local (Indonesian) contexts. To this end, this study analysed visual texts portraying male and female characters from the student books of English Chest 6 and Let’s Go 6 from a Feminist Critical Discourse Analysis (FCDA) perspective. In terms of gender representation and responsiveness, both quantitative and qualitative analyses revealed that both ELTs depict unequal portrayals. Furthermore, gender stereotypes were identified in both educational documents under investigation in two social settings, namely family and occupation/profession. This empirical research implies that, in order to achieve more equality in education, both textbook authors and schoolteachers around the world should be fully aware of gender issues encapsulated in educational documents.
尽管人们声称世界正在朝着性别平等的方向发展，但性别陈规定型观念仍然是包括印度尼西亚在内的许多国家面临的挑战。这项批判性话语研究旨在调查在国际和当地(印度尼西亚)背景下使用的英语教科书(elt)中是否存在性别刻板印象。为此，本研究从女性主义批评话语分析(FCDA)的角度，分析了《英语Chest 6》和《Let’s Go 6》学生用书中描绘男女角色的视觉文本。在性别代表性和反应性方面，定量和定性分析都表明，两个elt都描绘了不平等的形象。此外，在调查的两份教育文件中，在两种社会环境，即家庭和职业/专业中，都发现了性别陈规定型观念。这一实证研究表明，为了实现更多的教育平等，世界各地的教科书作者和学校教师都应该充分意识到教育文件中包含的性别问题。
{"title":"Gender stereotypes in educational texts: A comparative study of Indonesian and international primary English textbooks","authors":"Rahmah Fithriani","doi":"10.5817/di2022-2-53","DOIUrl":"https://doi.org/10.5817/di2022-2-53","url":null,"abstract":"Despite the claim that the world is progressing toward gender parity, gender stereotyping continues to be a challenge for many countries, including Indonesia. This critical discourse study sought to investigate if gender stereotypes (still) exist in English language textbooks (ELTs) utilized in international and local (Indonesian) contexts. To this end, this study analysed visual texts portraying male and female characters from the student books of English Chest 6 and Let’s Go 6 from a Feminist Critical Discourse Analysis (FCDA) perspective. In terms of gender representation and responsiveness, both quantitative and qualitative analyses revealed that both ELTs depict unequal portrayals. Furthermore, gender stereotypes were identified in both educational documents under investigation in two social settings, namely family and occupation/profession. This empirical research implies that, in order to achieve more equality in education, both textbook authors and schoolteachers around the world should be fully aware of gender issues encapsulated in educational documents.","PeriodicalId":38177,"journal":{"name":"Discourse and Interaction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43330487","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 presents an analysis of informal written requests from the national school-leaving exam and simulated spoken requests collected via Written Discourse Completion Task (WDCT) to describe pragmalinguistic features used by Czech EFL learners in requests for borrowing objects. In both types of data, the findings reveal strong preference for conventionally indirect strategies and external modification, but considerable underuse of softeners within head acts. The written requests show significant reiteration with a great deal of modification devices outside head acts and a higher proportion of face-threatening features, such as expectations and direct strategies realized by want statements and imperatives. The WDCT requests tend to employ more face-saving strategies but show less variability in request realization. Consequently, awareness raising activities, helping Czech EFL learners fully understand the face-threatening nature of requests, as well as explicit metapragmatic treatment, focusing on strategic use of requests constituents, are recommended.
{"title":"Request strategies and modification devices as performed by Czech EFL learners: A focus on borrowing objects","authors":"Věra Sládková, Marie Lahodová Vališová","doi":"10.5817/di2022-2-128","DOIUrl":"https://doi.org/10.5817/di2022-2-128","url":null,"abstract":"This study presents an analysis of informal written requests from the national school-leaving exam and simulated spoken requests collected via Written Discourse Completion Task (WDCT) to describe pragmalinguistic features used by Czech EFL learners in requests for borrowing objects. In both types of data, the findings reveal strong preference for conventionally indirect strategies and external modification, but considerable underuse of softeners within head acts. The written requests show significant reiteration with a great deal of modification devices outside head acts and a higher proportion of face-threatening features, such as expectations and direct strategies realized by want statements and imperatives. The WDCT requests tend to employ more face-saving strategies but show less variability in request realization. Consequently, awareness raising activities, helping Czech EFL learners fully understand the face-threatening nature of requests, as well as explicit metapragmatic treatment, focusing on strategic use of requests constituents, are recommended.","PeriodicalId":38177,"journal":{"name":"Discourse and Interaction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45372118","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}
Noorjan Hussein Jamal, M. Chan, S. Rafik-Galea, N. Yap, Geok Imm Lee, P. A. Megat Abd Rani
Question design by medical practitioners has been shown to have important consequences on how patients present their problems in clinical consultations. Linguistic structure of questions as part of question design implements different communicative and pragmatic functions, and hence, affects patients’ response in different ways. This study examined types of questions asked by veterinarians in the problem presentation phase of the clinical consultation in relation to their linguistic forms and functions. Veterinary illness consultations were video-recorded and veterinarians’ question types, their linguistic forms and clients’ response in the interaction were identified and examined. The results show that the general inquiry question implemented using the open-ended wh-question structure and the closed-ended declarative interrogative are the preferred forms used by veterinarians to solicit patients’ presenting problems from clients. Also, alignment of the linguistic form of questions with their pragmatic functions and the discourse goal of problem presentation affects clients’ ascription of veterinarians’ actions. The findings from the study can inform veterinarian communication training for more effective veterinarian-client communication to accomplish problem presentation in clinical consultations.
{"title":"Question design in veterinary consultations: Question forms and client responses in accomplishing problem presentation in a Malaysian context","authors":"Noorjan Hussein Jamal, M. Chan, S. Rafik-Galea, N. Yap, Geok Imm Lee, P. A. Megat Abd Rani","doi":"10.5817/di2022-1-51","DOIUrl":"https://doi.org/10.5817/di2022-1-51","url":null,"abstract":"Question design by medical practitioners has been shown to have important consequences on how patients present their problems in clinical consultations. Linguistic structure of questions as part of question design implements different communicative and pragmatic functions, and hence, affects patients’ response in different ways. This study examined types of questions asked by veterinarians in the problem presentation phase of the clinical consultation in relation to their linguistic forms and functions. Veterinary illness consultations were video-recorded and veterinarians’ question types, their linguistic forms and clients’ response in the interaction were identified and examined. The results show that the general inquiry question implemented using the open-ended wh-question structure and the closed-ended declarative interrogative are the preferred forms used by veterinarians to solicit patients’ presenting problems from clients. Also, alignment of the linguistic form of questions with their pragmatic functions and the discourse goal of problem presentation affects clients’ ascription of veterinarians’ actions. The findings from the study can inform veterinarian communication training for more effective veterinarian-client communication to accomplish problem presentation in clinical consultations.","PeriodicalId":38177,"journal":{"name":"Discourse and Interaction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46768989","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}
Healthcare practitioners often face the dilemma of whether to provide advice during medical consultations due to concerns around affecting patients’ autonomy in decision making. Healthcare practitioners’ directiveness in patient–practitioner interactions may influence the success of medical consultations. Research has revealed that healthcare practitioners employ various communicative strategies and linguistic patterns to manage directiveness in medical consultations, such as the notions of likelihood and uncertainty, use of information, and politeness. Nonetheless, few scholars have examined how psychotherapists manage directiveness in counseling or psychotherapy sessions. Directives are inevitable speech acts in counseling or psychotherapy. Therapists may encounter challenges when producing directives, such as preventing clients from seeking their own solutions or clients becoming excessively dependent on therapists’ suggestions. Drawing upon the systems of mood and modality in systemic functional linguistics, this article employs a corpus-assisted approach to investigate therapists’ directives in terms of phraseological patterns, use of modality, and corresponding interpersonal meanings. Results reveal that therapists tend to manage directiveness by forming indicative directives and using low-value modulation modality. This article is the first corpus-assisted study to contribute to an understanding of therapist directiveness in psychotherapy from a lexico-grammatical perspective.
{"title":"Management of therapist directiveness in integrative psychotherapy: A corpus-assisted discourse study","authors":"J. Yip","doi":"10.5817/di2022-1-132","DOIUrl":"https://doi.org/10.5817/di2022-1-132","url":null,"abstract":"Healthcare practitioners often face the dilemma of whether to provide advice during medical consultations due to concerns around affecting patients’ autonomy in decision making. Healthcare practitioners’ directiveness in patient–practitioner interactions may influence the success of medical consultations. Research has revealed that healthcare practitioners employ various communicative strategies and linguistic patterns to manage directiveness in medical consultations, such as the notions of likelihood and uncertainty, use of information, and politeness. Nonetheless, few scholars have examined how psychotherapists manage directiveness in counseling or psychotherapy sessions. Directives are inevitable speech acts in counseling or psychotherapy. Therapists may encounter challenges when producing directives, such as preventing clients from seeking their own solutions or clients becoming excessively dependent on therapists’ suggestions. Drawing upon the systems of mood and modality in systemic functional linguistics, this article employs a corpus-assisted approach to investigate therapists’ directives in terms of phraseological patterns, use of modality, and corresponding interpersonal meanings. Results reveal that therapists tend to manage directiveness by forming indicative directives and using low-value modulation modality. This article is the first corpus-assisted study to contribute to an understanding of therapist directiveness in psychotherapy from a lexico-grammatical perspective.\u0000 ","PeriodicalId":38177,"journal":{"name":"Discourse and Interaction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46663333","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}
Legal discourse has long been classified among those genres that defy generic changes the most (Gocić 2012). Recently, however, hybrid legal genres have been challenging this generic stability by imposing their own norms to coin a novel kind of ‘legal culture’ (Goźdź-Roszkowski 2011: 11). The law review article is a case in point for it combines both legal and academic standards of writing which make it “far richer in intertextuality and interdiscursivity” (Bhatia 2006: 6) than the traditional set of legal genres. This generic subversion can be traced in the lexico-grammatical choices made by the authors to turn their papers into influential legal sources rather than mere descriptions of the law. In this context, this study aspires to scrutinize the use of adverbial clauses as one specific lexico-grammatical choice in a corpus of 44 accredited law review papers with the aim of showing how this hybrid genre strives to evolve beyond the stagnation of what is termed ‘language of the law’. Specifically, a Systemic Functional Linguistics analysis of the semantic, structural and thematic uses of these structures is conducted to demonstrate how the hybridity of contexts in a single genre can make for unprecedented generic breaches. The quantitative and qualitative analyses revealed an uneven distribution of adverbial patterns in favor of non-finite purpose and finite condition, concession and reason clauses. Additionally, the positional distribution of these patterns is manipulated whenever the need arises to hedge claims as a form of allegiance to the communal demands of the law and academia. These choices are found to comply with the authors’ needs to balance both legal and academic rituals of writing while observing at the same time their personal needs to be highly acclaimed as legal scholars and to “publish or perish” (Christensen & Oseid 2008: 1).
长期以来，法律话语一直被归类为最不符合一般变化的类型（Gocić2012）。然而，最近，混合法律流派通过强加自己的规范来创造一种新颖的“法律文化”，挑战了这种普遍的稳定性（Go Roz d Roz-Roszkowski 2011:11）。这篇法律评论文章就是一个很好的例子，因为它结合了法律和学术写作标准，使其比传统的法律流派“在互文性和交叉性方面丰富得多”（Bhatia 2006:6）。这种普遍的颠覆可以追溯到作者所做的词典语法选择，将他们的论文转化为有影响力的法律来源，而不仅仅是对法律的描述。在这种背景下，本研究试图在44篇经认可的法律评论论文的语料库中仔细研究状语从句作为一种特定的词典语法选择的使用，目的是展示这种混合类型是如何努力超越所谓的“法律语言”的停滞而发展的。具体而言，对这些结构的语义、结构和主题使用进行了系统功能语言学分析，以证明单一类型中上下文的混合性如何导致前所未有的通用性突破。定量和定性分析表明，状语模式的分布不均匀，有利于非限定目的和限定条件、让步和理由从句。此外，每当需要对冲索赔时，这些模式的位置分布就会被操纵，以此作为对法律和学术界共同要求的一种忠诚。这些选择符合作者的需求，即平衡法律和学术写作仪式，同时观察他们作为法律学者受到高度赞誉和“出版或灭亡”的个人需求（Christensen&Oseid 2008:1）。
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