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"Academic Discourse"
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Visualizing the Knowledge Domain of Academic Discourse Studies at the Beginning of 21st Century: A Bibliometric Analysis
Scholars across diverse disciplines have dedicated attention to academic discourse study (ADS), with a particular focus on the development of specific topics. However, the important research topics, methods, and divergent viewpoints within ADS remain unclear. This study adopts a bibliometric approach to systematically synthesize ADS from a disciplinary perspective, offering a comprehensive overview of relevant data over the past two decades. Using CiteSpace, the study analyzes 2,024 published articles and reviews from the Web of Science, focusing on co-citation analysis through clusters, terms, and keywords. Findings reveal that ADS encompasses a wide array of topics spanning linguistics, education, and publication practices. Researchers in ADS tend to favor employ quantitative methods for exploring the use of particular linguistic resources. However, theoretical discussions of ADS appear inadequate. Future developments in ADS may lean towards quantitative methodology and topic-driven investigations for a certain period, emphasizing the necessity for more robust theoretical inquiries.
Journal Article
Academic Discourse Socialization Through Oral Activities in Higher Education: A Systematic Review
Despite several attempts made to analyze students’ socialization into academic discourse in relevant reviews, we still lack a topical study providing an overview of how students are apprenticed into academic communities through oral activities at post-secondary institutions. This study aims at contributing to a comprehensive overview of both theoretical and empirical studies in the field of academic discourse socialization (ADS). A systematic review approach was adopted due to the qualitative and quantitative research design and connections between theory and evidence. The material search of ADS literature published between 2000 and 2022 resulted in 72 studies in total. While the synthesis of theoretical studies reveal the extant definitions, categorization of characteristics and theoretical orientations, the empirical study findings compare differences in participants and contexts, research approaches, communication events, and academic outcomes. This review also discusses major areas of research concerning ADS, mainly types of socialization agents, students’ feedback, learners’ identity construction, and assessment of consequences of ADS. With limitations concluded, the review encourages further focused investigation into micro-macro connections, application of digital technologies, a wider range of participants, disciplines and contexts, multiple types of oral activities and perspectives, learners’ linguistic production as well as correlation of oral and written texts, and joint efforts from multiple sides.
Journal Article
Formulaic language in oral academic discourse socialization of graduate students in a Northern Cyprus university
Socialization studies have emphasized the concept of indexicality, in that certain linguistic forms, having “salient social meanings and resonances” (
: 12), are used to socialize novices to various social dimensions such as social roles, social statuses, power and social identities (Burdelski and
). The present study explored, within the framework of second language socialization, how a group of graduate students in a non-western educational context were socialized to oral academic discourse in whole-class discussions through a specific type of formulaic language, lexical bundles. The study employed corpus techniques and conducted frequency and functional analyses of the attested data collected from whole-class discussions by a cohort of graduate candidates over one academic semester in a graduate English Language Teaching (ELT) course. The results of the study revealed that the graduate students used various lexical bundles with varying frequencies and functions that exhibited their socialization into the oral academic discourse of their graduate course community. The findings of the study offer some implications for the socialization role of lexical bundles to respective graduate community discourse in non-western tertiary contexts.
Journal Article
A Keyword Analysis of Stance and Engagement in Three-Minute Thesis (3MT) Presentations
Due to the increasing influence of promotional culture on academic discourse, new marginal genre texts with informative and promotional purposes are emerging. In this study, we investigated a novel promotional but under-researched academic spoken genre, 3MT (three-minute thesis) presentations, which only allow the speakers 3 minutes to promote their research findings. We generated keywords of this genre using size effect metrics to identify the features of 3MT presentations delivered by PhD candidates and trained undergraduate ESP learners. The addressors were compared in their use of personal pronouns to present their stance and to interact with the audience. The results revealed that the PhD candidates tended to highlight the values and rationale of their research, whereas the ESP learners placed greater emphasis on their methodology. The PhD candidates were better at using rhetorical devices, i.e. reader pronouns and inclusive we, to invite the audience into their discourse community. Some similarities between the two groups were also identified. For example, ‘you’ was less deployed by both groups compared with its use in other academic spoken genre texts. Our study shows that genres are not only evolving and changing but are also heavily affected by technology advancements. Findings can also help ESP practitioners better prepare learners to make persuasive presentations in minimal time by employing personal pronouns.
Journal Article
Academic Discourse Socialization, Scaler Politics of English, and Racialization in Study Abroad: A Critical Autoethnography
In this age of rising animosity to newcomers in host societies, study abroad students are often reported to receive maltreatment and discrimination. To this end, I conducted a critical autoethnographic study that responds to the trajectory of my English language learning in the UK and explores my adjustment difficulties and factors such as racialized linguistic discrimination. It also reveals the types of agency that I employed in the process of academic discourse socialization and unpacks causes and processes of renegotiating and reconstructing my identity as a learner and user of the English language. The data for this study was gathered from Facebook posts, written assignment feedback, and my personal narratives and memory. The study reveals that upon finding myself in a community different from what I had imagined prior to my sojourn and with contested power dynamics between local peers and international students in classroom discourse socialization, I became disappointed and stressed and that, in turn, obstructed my learning process. However, my personal investment and agency later led me to develop my own community of practice with those who shared similar linguistic and cultural backgrounds. Meanwhile, I received what seemed to me to be racial discrimination based on my identity as a non-native speaker of English, which was the result of a scaler politics of English and perhaps blatant racism toward a student of a third-world country that saw my use of English as inferior. Therefore, the study invites institutions in host countries to reflect on their language orientation and how it is responsive (not responsive) to newcomers.
Journal Article
Stancetaking in spoken ELF discourse in academic settings: interpersonal functions of I don’t know as a face-maintaining strategy
Our study examines interpersonal functions enacted through a stance marker in spoken ELF academic discourse. We specifically focus on investigating the functions of I don’t know in an academic speech event by embracing an interpersonal pragmatics and sociolinguistics perspective to figure out how it contributes to the act of stancetaking as an intersubjective activity. We have examined 14 interactions of doctoral defense discussions from the ELFA corpus. Our detailed discourse analysis of these doctoral defense discussions has revealed five distinctive interpersonal functions of the stance marker I don’t know allowing speakers to construct their stance and adopt a face-maintaining strategy in the ongoing spoken discourse: prefacing a suggestion, seeking acceptance, hedging/mitigating, checking agreement, and expressing uncertainty. Considering the highly-context dependent and context-regenerated functions of I don’t know , our study attempts to delve into the relational and interpersonal aspect of communication, and thus contributes to research in this strand by disclosing the interpersonal functions of stance taking as an intersubjective activity with a particular focus on ELF academic discourse.
Journal Article
Academic Discourse Socialization in a Research Seminar Course: A Case Study of a Japanese EFL Undergraduate Learner
This study presents a case study of academic discourse socialization in a Japanese EFL student in a research seminar course to understand the content of a scholarly book in English. Drawn on theoretical perspectives of language socialization and community of practice, an 8-month case study investigated how the participant was socialized into the disciplinary community through her study of an English-language scholarly textbook in a research seminar course. Data were collected from weekly reflection journals, a final narrative assignment, and individual interviews with the participant. These data were coded to identify the thematic categories. Findings showed that the participant came to be socialized into her specialized community through interacting with peers in the classroom and cultivating her expertise. Then, the participant created a social network outside the classroom, encouraging casual discussions with her friends on topics she was learning about in class. Based on the findings, this article suggests that there are parallels between academic discourse socialization in EFL contexts and those in English-speaking contexts, beginning to bridge a gap in research across learning settings. Implications for pedagogy and future research are discussed.
Journal Article
Multilingual Research Writing beyond English: The Case of Norwegian Academic Discourse in an Era of Multilingual Publication Practices
Although English is the dominant language of scholarly publication, many multilingual scholars continue to publish in other languages while they also publish in English. A large body of research documents how these multilingual scholars negotiate writing in English for publication. We know less, however, about the implications of such negotiations for other languages that scholars work in. We wanted to investigate trends in writing conventions in language other than English during a period when multilingual publication patterns have been common. Specifically, we examined changes in rhetorical patterns in the introduction sections of the 1994 and the 2014 volumes of three Norwegian-language journals in three different disciplines in the humanities and social sciences. Our findings show that while certain features of our material might be interpreted as the result of a non-English discourse community adopting dominant Anglo-American models, the overall picture is more complex. Our study indicates that we need more research that examines cross-linguistic textual practices that focus on English and any other languages that scholars may work in. We also consider the possible pedagogical implications of such a focus.
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