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摘要：It is widely recognized that academic discourse construes not only consensus, but also debate, which can sometimes be contentious. To gain a deeper insight into the rhetoric of disagreement in language studies, this article analyzes replies/responses, a genre whose primary communicative purpose is to challenge the counterclaims raised in previous publications. To rebut criticisms of their work or of the school/theory they associate themselves with, linguists use two strategies: first, they combine the arguments supporting their position with those discrediting criticism; and second, they provide only the arguments substantiating their views. Categorization of the arguments according to the rhetorical appeals they rely on reveals that the first strategy has two realizations -- basic and expanded. The basic realization pairs the arguments strengthening an author's logos and ethos with the arguments weakening a critic's logos. It can be expanded to include pathos appeals to emphasize an author's adherence to and/or a critic's flouting of the community expectations, as well as the arguments weakening a critic's ethos. The second strategy employs all three means of persuasion to support an author's logic, trustworthiness, and alignment with the disciplinary norms. These findings are relevant to the study of disciplinary rhetoric and advanced student training. [Copyright The American University; published by Elsevier Ltd.]

摘要：A significant number of studies have examined the features of expert discoursal practices in science and academia, and many have focused on what happens to student writers working their way into the academic community. Less attention has been paid to how a scientific writer's voice continues to change after the Ph.D. dissertation. This study examines the shift in experienced scientific writers' disciplinary voice over the ten-year period following the doctoral dissertation. Using genre analysis triangulated with qualitative methods, a set of indexes that convey field geologists' disciplinary practices and concerns has been identified. Using a measure of standard deviation, the study then compares the use of these indexes by six writers from geology over ten years, and finds that disciplinary voice develops in similar ways. This paper contributes to ongoing discussions about how research on voice is useful for studies on second-language writing. In addition, using tools such as standard deviation allows for a closer analysis of the elusive notion of 'voice'. [Copyright The American University; published by Elsevier Ltd.]

摘要：I mean typically marks the introduction of modifications or adjustments in discourse, including self-repair, which seems to be especially prevalent in ELF. The role of I mean in academic ELF speech has been recently investigated by Kaur (2011). Kaur focuses on academic dialogue and self-repair roles. However, I mean has been found to be a rather speaker-centred, monologic particle, playing a variety of different roles in discourse. This article sets out to provide a comprehensive description of the functions of I mean in the monologic context of conference presentations by ELF speakers. The data consists of the presentations module of the ELFA corpus. Results indicate that self-repair, for corrective or 'proactive' purposes, is indeed a major function of I mean in the present materials too. However, presenters also use this discourse marker for other purposes inherently related to scientific argumentation, such as introducing background knowledge, justifying claims, interacting with audiences, marking salience or reinforcing commitment. It is argued that, for all their contribution to the effectiveness of presentations, some of the uses ELF speakers make of I mean structures may also compromise their personal image as speakers and as researchers. [Copyright The American University; published by Elsevier Ltd.]

摘要：Institutional and corporate writing have been widely investigated over the last two decades by applied linguists, educationalists and ESP scholars, with special attention given to business correspondence, annual reports, press releases and, more recently, email messages and other digital media. Some kinds of documents, however, still await scrutiny. This exploratory study turns to the customer-complaint form, a well-established but relatively unresearched genre that frames the reporting of critical incidents to service providers. Its structure and wording are described contrastively across a sample of texts produced by British and Italian organisations. The results highlight several differences between the two samples in terms of structure, wording of requests/instructions, and conventional indirectness. While many of these are language-driven, others may be interpreted as an expression of national perceptions of the duties and expectations of the parties involved. [Copyright The American University; published by Elsevier Ltd.]

摘要：Intercultural studies have shown the existence of rhetorical variation in the prevalent discourse practices of multilingual scholars and those of English-speaking scholars. In this paper, we examine comparatively the typical rhetorical practices used in the Introduction section of 80 research articles written in English and 80 in Spanish in four disciplines in the fields of Health Sciences and Humanities/Social Sciences. We particularly examine how writers present their research studies in Move 3 (Swales, 2004), with a special focus on those steps that add promotional value to one's research. The results revealed that, within the same field, the English texts present a higher degree of rhetorical promotion than the Spanish texts in each of the disciplines analysed. However, when comparing the two broad fields, the Spanish texts in Health Sciences present a higher degree of promotion than the English (and Spanish) texts in Humanities/Social Sciences. This indicates that, in shaping the promotional features of the (sub)genre in question, when professional and national cultural variables interact simultaneously, cultural factors tend to override the influence of disciplinary context. However, when broad fields of knowledge are compared, it is the disciplinary conventions in specific professional subcultures that seem to prevail over national cultural factors. [Copyright The American University; published by Elsevier Ltd.]

摘要：In lecture introductions, student engagement is important for receptivity of the lecture. The study examined the use of personal pronouns (we, I, you) in lecture introductions in the arts and science disciplines. The 37,373-word corpus was compiled from 47 lecture introductions delivered in English in a Malaysian university. You is the most frequently used personal pronoun, followed by I and we which both have similar frequencies. All three pronouns are used for activating prior knowledge and giving instructions or announcements, the two main activities of the lecture introductions. In addition to these discourse functions, you-audience is used when lecturers share personal experiences and direct students' attention but you-generalised occurs in explanations of subject matter. Inclusive-we is used for stating aims and objectives of the lecture and occurs more frequently than exclusive-we which sometimes surfaces in science lecturers' explanations of the subject matter when reviewing content covered in previous lectures. The results suggest a disciplinary difference in the use of personal pronouns for student engagement in lecture introductions because the science lecturers used you-audience, we for I, we for one and I more than arts lecturers but you-generalised is more frequent in arts lecture introductions. [Copyright The American University; published by Elsevier Ltd.]

摘要：Most previous studies of epistemic modality in legal settings discuss epistemic modality as performing an interpersonal engagement or a positioning function. Via a probability test, the present corpus-driven study examined the way in which epistemic modality is employed in civil judgments to construct legal facts and to indicate legal probability. The study compared how different types of epistemic modality are used in judicial practice in different jurisdictions, namely Hong Kong, which is a common law jurisdiction, and Scotland, which is a mixed jurisdiction. Specifically, we examined the variation in the orientation of epistemic modality, that is, whether implicit or explicit and whether subjective or objective, and the variation in the value of epistemic modality, that is, high, median, or low. The findings suggest that both subjective epistemic modality and objective epistemic modality are employed in adjudication where the judges decide the degree of probability, and the value distribution of epistemic modality indicates that the same standard, that is, the balance of probability, is adopted in Hong Kong and Scotland. We propose an integrated framework of principle of proof and discuss the continuum of probability in law. Based on the conclusions, we propose pedagogical implications for English for Legal Purposes. [Copyright The American University; published by Elsevier Ltd.]

摘要：This study investigated (a) the lexical demands of academic spoken English and (b) the coverage of the Academic Word List (AWL) in academic spoken English. The researchers analyzed the vocabulary in 160 lectures and 39 seminars from four disciplinary sub-corpora of the British Academic Spoken English (BASE) corpus: Arts and Humanities, Life and Medical Sciences, Physical Sciences and Social Sciences. The results showed that knowledge of the most frequent 4,000 word families plus proper nouns and marginal words provided 96.05% coverage, and knowledge of the most frequent 8,000 word families plus proper nouns and marginal words provided 98.00% coverage of academic spoken English. The vocabulary size necessary to reach 95% coverage of each sub-corpus ranged from 3,000 to 5,000 word families plus proper nouns and marginal words and 5,000 to 13,000 word families plus proper nouns and marginal words to reach 98% coverage. The AWL accounted for 4.41% coverage of academic spoken English. Its coverage in each sub-corpus ranged from 3.82% to 5.21%. With the help of the AWL, learners with knowledge of proper nouns and marginal words will need a vocabulary of 3,000 and 8,000 word families to reach 95% and 98% coverage of academic spoken English, respectively. [Copyright The American University; published by Elsevier Ltd.]

摘要：Usage-based theories of language learning suggest that native speakers of a language are acutely aware of formulaic language due in large part to frequency effects. Corpora and data-driven learning can offer useful insights into frequent patterns of naturally occurring language to second/foreign language learners who, unlike native speakers, are not privy to a lifetime of input and fine-tuning. Recently, the use of the web in combination with the Google search engine as an accessible corpus and concordancer has received much attention. This article describes an experiment which tests the hypothesis that native speakers of English perceive learner-generated phrases to be more natural after learners have searched the phrases on Google and modified them in light of the frequency of search results. The findings indicate that native speakers perceive phrases that generated more results in Google searches to be more natural.

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摘要：This study explores adolescents' accounts of self-harm with a view to elucidate the implications for health care practitioners seeking to administer care to teenagers in English. Drawing on a corpus of 1.6 million words from messages posted on a UK-hosted adolescent health Web site, analysis began by identifying a range of keywords relating to self-harm. The subsequent contextual examination of these keywords afforded a close description of the contributors' experiences of self-harm and the factors that resulted in their self-injurious behaviours. A recurring theme was that of the habitual nature of self-harm, with the act being represented as a form of addiction over which they had little control. Self-harmers construct the phenomenon as particularly powerful, and the act is formulated as the only effective means of relief from emotional turmoil. If we are to increase parents and health professionals' ability to respond to self-injury in the medium of English, close linguistic attention to individuals' accounts of self-harm is valuable. Online health resources are also valuable means of eliciting concerns from distressed adolescents who are often reluctant to seek support from professionals face-to-face. Adapted from the source document

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摘要：Evaluation in academic discourse has received considerable attention from researchers. Much of the work on evaluation has focused, however, on written genres, and less attention has been paid to how evaluation unfolds in spoken academic genres. In our present research, we are interested in disclosing how the interpersonal meaning of evaluation is expressed in the discussion session (hereafter DS) that follows conference paper presentations, since DS has already been defined as an "evaluative forum", when comparing its phraseological patterns with those of the presentation. Though the study of evaluation in spoken genres has been developed focusing exclusively on linguistic aspects, we assume the non-linguistic message that accompanies the linguistic message has an effect on the interpersonal meaning of the communication. Therefore, the aim of our research is to analyse the evaluative meaning conveyed in DSs that follow paper presentations in an applied linguistics conference. In the study, we draw on a social semiotic theory of language and of kinesics and paralanguage to frame a multimodal exploration of this interpersonal meaning. The comparative analysis between linguistic evaluation and multimodal evaluation reveals the significant contribution of non-linguistics features which are used to intensify linguistic evaluation or to express the speakers' attitude. [Copyright The American University; published by Elsevier Ltd.]