Volume 20, Issue 1

Quantitative and qualitative research writing is thought to differ in a number of ways, which include the visibility given to the human agents involved, that is, writers and participants in the study. However, most studies have so far centred on writer visibility alone, which has been measured principally through personal pronoun use. This paper approaches the issue of writer and participant visibility in one area of research where both quantitative and qualitative methods are frequent, namely health sciences. A new methodology is applied, based on the presence of verbs that imply a human agent and thus potentially offer an opportunity for writer or participant visibility. Two corpora are built to represent quantitative and qualitative research writing in health sciences, and quantitative data are obtained. Exploration of the most frequent human-agent verbs, their active uses and their subjects shows that both quantitative and qualitative researchers in health science maintain low writer visibility, but that both writers and participants are more visible in the case of studies using qualitative methodology. These findings are discussed in the light of the bibliography, and pointers are provided for future research. The contribution of the present paper to corpus-assisted research on academic writing is highlighted. Finally, some applications for teaching scientific writing at graduate level are proposed.

While previous research has extensively explored the ways writers project themselves into discourse and engage with readers across various written genres, limited attention has been given to understanding how university lecturers express their stance, i.e., expression of positioning and commitment towards propositions and students. To address this gap, this study proposes a functional framework for analyzing stance features in academic lectures using 160 lecture transcripts from four broad disciplinary divisions: arts and humanities, social sciences, physical sciences, and medical sciences. The analysis focuses on the extent and manner in which lecturers position themselves in discourse to steer students towards their intended interpretations. The findings indicate that lecturers, regardless of their disciplinary background, express their stance through seven distinct functions, including evaluating their level of commitment, posing questions, interacting with the audience, indicating obligations, emphasizing topics, initiating discourse, and previewing exam-related content. The findings have significant pedagogical implications, especially for educators and EAP practitioners seeking to improve lecture comprehension and engagement among students. Understanding how lecturers use language to interact with students and structure academic discourse can empower teachers to adopt similar stances for guiding students in engaging with course materials.

The present study examined the pragmatic functions of graphicons used in six different WhatsApp communities created by and for school parents, written in Mexican Spanish, which had the purpose of sharing information relating to daily classroom concerns. A total of 4,824 WhatsApp messages written by these 143 school parents were analyzed using the taxonomy proposed by Herring and Dainas (2017, Nice picture comment! Graphicons in Facebook comment threads. In: Proceedings of the Fifthieth Hawaii International Conference on System Sciences. IEEE Press, pp. 2185–2194. http://hdl.handle.net/10125/41419). The findings revealed that emoji were the most common graphical device used and they were always visually connected to the verbal content of the speech acts they accompanied. Another result showed that photos were the second most preferred multimodal. These photos were impersonal and as well as emoji, they fulfilled requested tasks as this was a task-oriented group. The findings further suggested that the low frequency of the occurrence of stickers, videos, and GIFS was probably due to the particularities of this community of practice. Thus, the use of emoji and graphicons were constrained by the requested tasks of these communities.

The paper analyses aspects of multilingual and multimodal narratives employed during the COVID-19 lockdown, attempting to identify how they were used in professional and public environments. More specifically, the paper looks at editing choices, photography, design, drawing, colour, and writing to get a better understanding of multimodal communication, semiotics, image analysis, and their correlation with the written text and the way it has been perceived and interpreted, be it in online or print-based contexts. Methodologically, this is a contrastively inspired research project, looking specifically at Portuguese-speaking contexts of the Island of Madeira and English-speaking contexts of the United Kingdom, taking into account instructions about the COVID-19 pandemic. These are mainly bilingual English–Portuguese and multilingual texts, multimodal manifestations, and communicative and semiotic effectiveness.

The present article offers the first systematic scholarly analysis of ConKisses, i.e., a sub-class of conative animal calls (i.e., directives addressed to animals) that draw on speech kisses (i.e., sounds that are made with a kiss-like articulatory mechanism). The author examines the pragma-semantics, phonetics, and morphology of ConKisses in 50 languages within a prototype-driven approach to categorization and concludes the following: ConKisses comply with the features associated with the prototype of a conative animal call and may therefore be regarded as the prototype’s canonical instantiations – in fact, they constitute the most canonical subset within the entire conative-animal-call category and thus a highly extra-systematic one from sentence-grammar’s perspective.

The unprecedented 2019/20 Australian bushfires prompted this paper to conduct a transitivity analysis on the top three processes (material, relational, and verbal) in selected BBC news reports. Guided by the ecological philosophical view of “harmony with diversity, interaction, and coexistence,” the research aims to interpret ecological meanings in the text and enhance people’s awareness of environment conservation. The findings reveal that these news reports predominantly utilized material and relational processes to depict the devastating impact of the Australian bushfires on wildlife, the efforts of firefighters, volunteer rescue missions for wildlife, and the roles of individuals involved. These reports also conveyed extensive ecological information, highlighting the ecological crisis arising from the fires, the threat to species diversity, and the active social responsibility of various stakeholders. This research contributes to a deeper understanding of the ecological implications of the Australian bushfires and encourages proactive ecological protection measures.

Although political discourse is essentially expected to be fact-based and objective, both practice and research show that literal language in political discourse is very often compounded with figurative language. The paper at hand tackles figurative language use in political interviews. For the purposes of this research, we conducted a critical discourse analysis of a corpus of political interviews given by a former Macedonian female politician – Radmila Shekerinska. The corpus consists of six interviews (with a total duration of about 3 h) in which she answers questions about the political climate and the challenges of North Macedonia in the last couple of decades. The selected interviews are all conducted in English as they are aimed at international audiences and they all fit into the time frame from 2017 to 2021, which practically overlaps with the final years of Shekerinska’s long-standing political career. This study uses a descriptive qualitative research design and focuses, first, on ascertaining the presence of different types of figures of speech in her answers (e.g. metaphors, simile, metonymy, synecdoche, personification, rhetorical questions, idiomatic expressions, proverbs, etc.); then, on identifying the pragmatic functions they perform in the context in which they are used, and finally, on establishing an interface between the figurative language use and the political ideology propagated by this politician. The results point to an extraordinarily resourceful use of a wide spectrum of figurative devices, skillfully intertwined with fact-based political discourse, primarily for addressing highly sensitive political issues, but also for driving important political points home; also, for gaining support from both the domestic and international community regarding the political ideology of this political figure as well as for enhancing the criticism addressed to political adversaries with an additional layer of creative flourish.

This study delves into the use of impoliteness strategies within emails sent by undergraduate and postgraduate students to their professors, aiming to discern the variance in their implementation based on (Culpeper and Hardaker’s. 2017. Impoliteness. In: Culpeper, Jonathan, Haugh, Michael and Daniel Kadar (eds.), The Palgrave handbook of linguistic (im) politeness , 199–225. Basingstoke: Palgrave) model. Data, comprising emails from University of Jordan students and semi-structured interviews, underwent analysis to identify impoliteness strategies and themes. Findings indicate a higher prevalence of impolite strategies among undergraduates, totaling 58 instances compared to 38 among postgraduates. Particularly, undergraduates exhibit a greater tendency toward positive impoliteness. Thematic analysis of interviews unveils three contributing factors: work experience, participation in writing skills courses, and familiarity with formality levels. Notably, undergraduates’ lack of work experience contrasts with postgraduates’, often impacting their email etiquette. Moreover, postgraduates’ extensive enrollment in writing courses during MA studies fosters a more formal approach in communication with professors. The study underscores implications for future research, emphasizing the need to explore these dynamics further. By comprehending the influences on students’ email behavior, institutions can devise tailored interventions to promote effective and respectful communication within academic setting.

This study adopts the Cross-Cultural Speech Act Realization Patterns (CCSARP) framework to investigate the apology strategies used by L1 speakers of Tashelhit, a variety of Amazigh spoken in central Morocco. To this end, 82 university students either filled an assessment questionnaire or participated in an oral closed role-play. The findings indicated that L1 speakers of Tashelhit employed seven strategies to apologize, namely taking on responsibility, Illocutionary Force Indicating Devices (IFIDs), explanation or account, offer of repair, promise of forbearance, determinism, and self-criticism. While taking on responsibility, IFIDs, and explanation or account were used most frequently in all the role-play situations to realize apologies, the other apology strategies appeared to be situation-dependent. There was also a tendency for L1 speakers of Tashelhit to use certain religious expressions to modify their apologies. These findings yielded a number of recommendations for further research and suggestions for improving the teaching of apologies in Tashelhit.

This article discusses the strategy of intimidation and humiliation in Al-Ḥajjāj ibn Yūsuf al-Thaqafῑ’s most famous speech delivered in the city of Kufa in Iraq in the seventh century. The linguistic devices used by Al-Ḥajjāj are analyzed by applying the theory of Critical Discourse Analysis. This approach reveals his rhetoric of intimidation, humiliation, and emotional manipulation, reflecting Al-Ḥajjāj’s intention to act with extreme cruelty against the Kufa rebels. In this speech, he strove to normalize and legitimize violence against the rebels, for example, by likening the inhabitants of Kufa to animals, thereby framing the beheading and slaughtering of them as normal, in the way that animal slaughter is perceived as normal behavior.