Writer-reader interaction in L2 learner academic discourse: Reader engagement in Czech students’ Master’s theses
This article investigates writer-reader interaction in L2 (Czech) learner academic discourse with a specific focus on reader engagement in English-medium Master’s theses in the humanities. The study draws on Hyland and Jiang’s (2016) model of engagement. It aims to reveal how Czech graduates use fea...
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| Format: | Article |
| Language: | deu |
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Univerzita Karlova, Filozofická fakulta
2023-12-01
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| Series: | Linguistica Pragensia |
| Subjects: | |
| Online Access: | https://linguisticapragensia.ff.cuni.cz/wp-content/uploads/sites/12/2023/10/Olga-Dontcheva-Navratilova_117-135.pdf |
| _version_ | 1797387527325220864 |
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| author | Olga Dontcheva-Navrátilová |
| author_facet | Olga Dontcheva-Navrátilová |
| author_sort | Olga Dontcheva-Navrátilová |
| collection | DOAJ |
| description | This article investigates writer-reader interaction in L2 (Czech) learner academic discourse with a specific focus on reader engagement in English-medium Master’s theses 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 (such as 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 suggest notable variations in the realization patterns and functions of engagement markers across the corpora. It is observed that Czech graduates tend to underuse reader reference and questions, while overusing directives. Moreover, they generally struggle to approximate disciplinary patterns of engagement markers. This trend might reflect students’ limited awareness of academic rhetorical conventions, their efforts to blend L1 and L2 academic norms, and the unique context of addressing an audience within the examination framework of the Master’s thesis. |
| first_indexed | 2024-03-08T22:25:48Z |
| format | Article |
| id | doaj.art-634af724c4254212ad54af6be518853d |
| institution | Directory Open Access Journal |
| issn | 0862-8432 1805-9635 |
| language | deu |
| last_indexed | 2024-03-08T22:25:48Z |
| publishDate | 2023-12-01 |
| publisher | Univerzita Karlova, Filozofická fakulta |
| record_format | Article |
| series | Linguistica Pragensia |
| spelling | doaj.art-634af724c4254212ad54af6be518853d2023-12-18T10:40:19ZdeuUniverzita Karlova, Filozofická fakultaLinguistica Pragensia0862-84321805-96352023-12-0133211713510.14712/18059635.2023.2.2Writer-reader interaction in L2 learner academic discourse: Reader engagement in Czech students’ Master’s thesesOlga Dontcheva-Navrátilová 0Masaryk University, BrnoThis article investigates writer-reader interaction in L2 (Czech) learner academic discourse with a specific focus on reader engagement in English-medium Master’s theses 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 (such as 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 suggest notable variations in the realization patterns and functions of engagement markers across the corpora. It is observed that Czech graduates tend to underuse reader reference and questions, while overusing directives. Moreover, they generally struggle to approximate disciplinary patterns of engagement markers. This trend might reflect students’ limited awareness of academic rhetorical conventions, their efforts to blend L1 and L2 academic norms, and the unique context of addressing an audience within the examination framework of the Master’s thesis.https://linguisticapragensia.ff.cuni.cz/wp-content/uploads/sites/12/2023/10/Olga-Dontcheva-Navratilova_117-135.pdfacademic discourseintercultural rhetoricmaster’s thesismetadiscoursereader engagement |
| spellingShingle | Olga Dontcheva-Navrátilová Writer-reader interaction in L2 learner academic discourse: Reader engagement in Czech students’ Master’s theses Linguistica Pragensia academic discourse intercultural rhetoric master’s thesis metadiscourse reader engagement |
| title | Writer-reader interaction in L2 learner academic discourse: Reader engagement in Czech students’ Master’s theses |
| title_full | Writer-reader interaction in L2 learner academic discourse: Reader engagement in Czech students’ Master’s theses |
| title_fullStr | Writer-reader interaction in L2 learner academic discourse: Reader engagement in Czech students’ Master’s theses |
| title_full_unstemmed | Writer-reader interaction in L2 learner academic discourse: Reader engagement in Czech students’ Master’s theses |
| title_short | Writer-reader interaction in L2 learner academic discourse: Reader engagement in Czech students’ Master’s theses |
| title_sort | writer reader interaction in l2 learner academic discourse reader engagement in czech students master s theses |
| topic | academic discourse intercultural rhetoric master’s thesis metadiscourse reader engagement |
| url | https://linguisticapragensia.ff.cuni.cz/wp-content/uploads/sites/12/2023/10/Olga-Dontcheva-Navratilova_117-135.pdf |
| work_keys_str_mv | AT olgadontchevanavratilova writerreaderinteractioninl2learneracademicdiscoursereaderengagementinczechstudentsmasterstheses |