Resursi angažovanja u akademskom diskursu : studija o apstraktima naučno-istraživačkih radova iz oblasti nastave engleskog jezika i engleskog jezika za posebne namene

[K. M. Ilić]

239 str.

Bibliografija: str. 224-235

Linguistics, Systemic Functional Linguistics

Academic writing serves not only to communicate research findings but also to position the writer within a specific social and disciplinary context. Grounded in this perspective, the present study explores academic discourse as dialogic in nature, focusing on how authors construct evaluative stance and engage with the academic community. Drawing on Appraisal Theory of Systemic Functional Linguistics, particularly the Engagement subsystem (Martin & White, 2005), the study examines the use of heteroglossic expressions in research article abstracts. The analysis aims to uncover how writers manage dialogic space through strategies of dialogic contraction and expansion, thereby shaping interpersonal meaning. The sample comprises 200 research article abstracts—100 from the field of English Language Teaching (ELT) and 100 from English for Specific Purposes (ESP). A mixed-methods approach is employed, combining corpus-based quantitative analysis using UAM CorpusTool with qualitative interpretation. The study follows a threefold structure: (1) analysis of Engagement resources across the entire sample, (2) examination of their distribution across rhetorical moves, and (3) comparison of ELT and ESP sub-samples. Findings indicate a relatively balanced use of dialogic contraction and expansion overall, with a slight preference for expansion (51.2%). The second approach provides a detailed analysis of how the frequency and function of specific Engagement strategies vary across rhetorical moves. Comparative analysis revealed marginally higher use of expansion in ELT and contraction in ESP, with statistically significant differences in only three of the nine strategies examined. This study contributes to the understanding of interpersonal language use in academic writing and holds pedagogical implications for teaching academic writing, particularly in the fields of ELT and ESP.

engagement resources, appraisal theory, academic discourse, research article abstracts, English Language Teaching (ELT), English for Specific Purposes (ESP), corpus-based analysis, dialogic space, dialogic contraction, dialogic expansion

resursi angažovanja, teorija vrednovanja, akademski diskurs, apstrakti naučno-istraživačkih radova, nastava engleskog jezika (ELT), engleski jezik za posebne namene (ESP), analiza korpusa, prostor za dijalog, suženje dijaloga, proširenje dijaloga

81'42:001.814(043.3)

H 004; H 350

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