Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018)

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A Contrastive Study of Disciplinary Identity in English Research Articles by Advanced Learners and Experts

Authors
Liang Chu, Zhuo Ben
Corresponding Author
Liang Chu
Available Online November 2018.
DOI
10.2991/cesses-18.2018.142How to use a DOI?
Keywords
academic writing; identity construction; personal pronoun
Abstract

EAP writing is a kind of academic interaction and communication between author and reader. In addition to presenting his own views, the author uses a series of means to interact with the reader to build his own identity. In recent years, identity construction has become a hot topic in EAP writing. However, there are few researches on the identity construction of academic thesis writing. So far, there has been a few research on the writing of foreign languages other than English Majors. This paper uses AntConc software to search for personal pronouns in a self-built Corpus (mechanical engineering and Energy Engineering).Data were collected and analyzed by excel and text editor, so as to discover the similarities and differences in the use of personal pronouns between L2 and L1 EAP writing. It is found that there is a great difference in the construction of identity between the two group: (1) Native speakers use first person pronouns more often in their writing, while preferring the singular use of first person pronouns, but Chinese L2 are more likely to use the plural form. (2) Native language experts do not use the third person to construct their identity, while L2 learners tended to do so. This is possibly caused by:(1) different model of thinking (2) various English competence (3) diverse academic teaching tradition.

Copyright
© 2018, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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Volume Title
Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
November 2018
ISBN
10.2991/cesses-18.2018.142
ISSN
2352-5398
DOI
10.2991/cesses-18.2018.142How to use a DOI?
Copyright
© 2018, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Cite this article

risenwbib
TY  - CONF
AU  - Liang Chu
AU  - Zhuo Ben
PY  - 2018/11
DA  - 2018/11
TI  - A Contrastive Study of Disciplinary Identity in English Research Articles by Advanced Learners and Experts
BT  - Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018)
PB  - Atlantis Press
SP  - 634
EP  - 640
SN  - 2352-5398
UR  - https://doi.org/10.2991/cesses-18.2018.142
DO  - 10.2991/cesses-18.2018.142
ID  - Chu2018/11
ER  -