A Diachronic Exploration of Authorial Stance Markers in the Discussion Sections of Research Articles Written by Korean Authors
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This study aims to investigate patterns of change of authorial stance in the discussion sections of English research articles (RAs) written by Korean authors from 1980 to 2020. For diachronic research, 100 discussion sections of English RAs written by Korean authors in applied linguistics from four Korean journals over four decades were compiled and analysed with four major stance markers: hedges, boosters, attitude markers, and self-mentions according to Hyland’s (2005a) stance model. Results show that the number of English RAs published in journals has increased and the volume of discussion sections of each RA has shown an upward trend. Hedges and attitude markers in English RAs have been used more frequently, while boosters and self-mention markers have shown a downward trend to some extent, compared with the past. Stance-taking in academic writing changes over time due to various factors such as personal options, publication circumstance, as well as social and cultural trends. This study also highlights the need for explicit instruction on stance-taking in EAP education for RA writers.
Abstract
This study aims to investigate patterns of change of authorial stance in the discussion sections of English research articles (RAs) written by Korean authors from 1980 to 2020. For diachronic research, 100 discussion sections of English RAs written by Korean authors in applied linguistics from four Korean journals over four decades were compiled and analysed with four major stance markers: hedges, boosters, attitude markers, and self-mentions according to Hyland’s (2005a) stance model. Results show that the number of English RAs published in journals has increased and the volume of discussion sections of each RA has shown an upward trend. Hedges and attitude markers in English RAs have been used more frequently, while boosters and self-mention markers have shown a downward trend to some extent, compared with the past. Stance-taking in academic writing changes over time due to various factors such as personal options, publication circumstance, as well as social and cultural trends. This study also highlights the need for explicit instruction on stance-taking in EAP education for RA writers.