By Kjersti Fløttum
This ebook 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 distinct learn of educational discourse in that it takes a doubly contrastive technique, targeting the 2 components of self-discipline and language even as. it truly is in response to a wide digital corpus of 450 learn articles from 3 disciplines (economics, linguistics and drugs) in 3 languages (English, French and Norwegian). The e-book investigates no matter if disciplines and languages can be stated to symbolize assorted cultures with reference to individual manifestation within the texts. what's being studied is therefore cultural identities as developments in linguistic practices. for almost all of the positive factors all for (e.g. metatext and bibliographical references), the self-discipline issue seems to give a contribution extra strongly to the difference saw than the language issue. despite the fact that, for the various positive factors (e.g. pronouns and negation), the language issue is usually relatively powerful.
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Additional resources for Academic Voices: Across Languages and Disciplines
Opinion (cf. It is generally recognized …) into the discussion. There are other voices present, implicitly, signalled by different polyphonic markers. There are several examples of refutation indicated by the negation not (in cannot). The interesting questions in this context are: To what extent is there refutation and if refutation it is, then who is responsible for the underlying positive point of view? Is it another researcher, a specific discourse community, or a more or less vaguely defined doxa?
On the other hand, the utterances also anticipate the reactions of a real or potential interlocutor: Se constituant dans l’atmosphère du « déjà dit », le discours est déterminé en même temps par la réplique non encore dite, mais sollicitée et déjà prévue. ’ 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.
Frequencies have been calculated on the basis of automated corpus searches and manual classification of the search hits. e. the share of search hits that are not examples of the features searched for and therefore not included in the statistics) varies greatly among the features. For example, as part of our investigation of pronoun use in Chapter 4, the French articles have been searched for tokens of nous (‘we/us’). In this investigation, we are only interested in nous used as a grammatical subject.
Academic Voices: Across Languages and Disciplines by Kjersti Fløttum