By Kjersti Fløttum
This booklet explores how the voices of authors and different researchers are manifested in educational discourse, and the way the writer handles the polyphonic interplay among those numerous events. It represents a different examine of educational discourse in that it takes a doubly contrastive method, concentrating on the 2 components of self-discipline and language while. it's in accordance with a wide digital corpus of 450 learn articles from 3 disciplines (economics, linguistics and medication) in 3 languages (English, French and Norwegian). The publication investigates no matter if disciplines and languages could be stated to symbolize diverse cultures with reference to individual manifestation within the texts. what's being studied is therefore cultural identities as trends in linguistic practices. for almost all of the gains taken with (e.g. metatext and bibliographical references), the self-discipline issue seems to give a contribution extra strongly to the adaptation saw than the language issue. notwithstanding, for a number of the beneficial properties (e.g. pronouns and negation), the language issue can be particularly powerful.
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Extra resources for Academic Voices: Across Languages and Disciplines
German, French, Russian and Bulgarian. To some extent we may say that the Bulgarian perspective is at the heart of the study, as the other four languages included have ”to varying degrees and at different times in history, influenced and shaped the Bulgarian canon of academic writing” (2000: 12). In addition to studying author presence through the use of first person pronouns in single-author research articles in linguistics in the five languages, Vassileva also Chapter 1. Introduction addresses the non-native aspect by including a corpus of linguistics articles written by Bulgarians in the other four languages.
Thus it has the advantage of offering a comprehensive theoretical and methodological approach. Further, taking as our point of departure the fact that a research article is created in a particular multivoiced situation, we consider the enunciative approach, with its focus on the utterance and the utterance situation, as particularly pertinent. 3 There is no one uniform and homogeneous enunciative theory. It is more appropriate to speak about different variants of a common perspective. French enunciative linguistics has developed over many years.
While we are clearly inspired by this dialogical view of language use, we do not use the concept of polyphony in the same way as Bakthin in his studies of Dostoyevsky (see Bakthine 1970). One of the main differences between the linguistic ScaPoLine theory and the Bakthinian concept is that the former considers the relation between the speaker’s voice and the others’ voices as hierarchical (see above): the speaker has the dominant voice. In the Bakthinian polyphonic conception, on the other hand, the different voices are independent: there is a relation of equality 35 36 Academic Voices between the speaker (or narrator) and the other voices.
Academic Voices: Across Languages and Disciplines by Kjersti Fløttum
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