Writing to make a difference: Discursive analysis of writer identity in research articles on management

• Autores: Iga Maria Lehman, Katarzyna Cybulska Gómez de Celis, Lukasz Sulkowski
• Localización: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN-e 2340-2784, ISSN 1139-7241, Nº. 44, 2022, págs. 155-178
• Idioma: inglés
• DOI: 10.17398/2340-2784.44.155
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Nuestro propósito en esta investigación es analizar cuantitativamente cómo se lleva a cabo la comunicación del conocimiento gerencial en artículos de investigación para su publicación por parte de autores experimentados y en aquellos producidos por estudiantes graduados como requisito de calificación del curso. Específicamente, nos centramos en las formas en que estos escritores construyen sus identidades de autor (expresadas textualmente en “voz”). Para ello, combinamos el modelo interaccional de voz de Hyland (2008) con la conceptualización de la “identidad del escritor” de Lehman (2018) y Lehman & Sułkowski (2021).Los resultados del estudio revelan diferencias importantes con respecto a la expresión de la interacción en el discurso escrito, donde los principiantes emplean más características interpersonales para involucrar a los lectores, y lo sautores experimentados toman decisiones lingüísticas para establecer su autoridad en los textos que crean. Mostramos que el uso del metadiscurso interpersonal hace que los textos académicos sean más accesibles, atractivos e interesantes para el lector. Esto nos permite trabajar en el desarrollo de una instrucción de escritura más efectiva que es especialmente relevante para la pedagogía del Inglés para Fines Académicos.

  • English

    Our purpose in this research is to quantitatively analyse how the communicationof managerial knowledge is realised in research articles written by experiencedwriters for publication and those produced by graduate students as a coursegrade requirement. Specifically, we look at the ways these writers construct theirauthorial identities (textually conveyed in ‘voice’). To do so, we combine Hyland’s(2008) interactional model of voice with Lehman’s (2018), Lehman & Sułkowski(2021) conceptualisation of ‘writer identity.’ The study results reveal important differences with regard to the expression ofinteraction in written discourse, with novices employing more interpersonalfeatures to involve readers and experienced authors making linguistic choices to establish authority in their texts. We show that the use of interpersonalmetadiscourse renders academic texts more accessible, reader engaging andinteresting. This enables us to work towards the development of more effectivewriting instruction which is particularly relevant for English for Academic Purposes pedagogy.

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