Types of Discourse Markers: their Ethnocultural Diversity in Scientific Text

Detaylı Bibliyografya
Parent link:Procedia - Social and Behavioral Sciences
Vol. 215 : International Education and Cross-Cultural Communication, Problems and Solutions, (IECC 2015).— 2015.— [P. 266-272]
Yazar: Rezanova Z. I. Zoya Ivanovna
Müşterek Yazar: Национальный исследовательский Томский политехнический университет
Diğer Yazarlar: Kogut S. W. Swetlana Waleriewna
Özet:Title screen
The paper aims to reveal the role of ethnolinguistic and discursive factors that determine the direction of discursive units’ functioning in an academic text. The issue is dealt with on the basis of academic texts in the German and Russian languages belonging to geological type of academic discourse. The following functional types of discursive markers (DMs) are distinguished: 1) the markers ensuring text coherence, 2) the markers disclosing a speaker's attitude to an utterance, and 3) the markers reflecting the process of interaction between the author and the reader. This article is devoted to consideration of the second group DMs. Comparative analysis of using DMsdiscloses specific ways of presenting academic knowledge and the influence of ethnolinguistic models of academic discourse organization on this variety.
Режим доступа: по договору с организацией-держателем ресурса
Dil:İngilizce
Baskı/Yayın Bilgisi: 2015
Konular:
Online Erişim:http://dx.doi.org/10.1016/j.sbspro.2015.11.633
http://earchive.tpu.ru/handle/11683/33674
Materyal Türü: Elektronik Kitap Bölümü
KOHA link:https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=650072

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330 |a The paper aims to reveal the role of ethnolinguistic and discursive factors that determine the direction of discursive units’ functioning in an academic text. The issue is dealt with on the basis of academic texts in the German and Russian languages belonging to geological type of academic discourse. The following functional types of discursive markers (DMs) are distinguished: 1) the markers ensuring text coherence, 2) the markers disclosing a speaker's attitude to an utterance, and 3) the markers reflecting the process of interaction between the author and the reader. This article is devoted to consideration of the second group DMs. Comparative analysis of using DMsdiscloses specific ways of presenting academic knowledge and the influence of ethnolinguistic models of academic discourse organization on this variety. 
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