4.5.1. Research articles

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Research article (RA) is defined by Swales (1990) as a written text of a few thousand words, which reports some investigation by its author(s) and relates its findings to those of others. An RA is only considered finished if it is to appear or has appeared in a research journal or in an edited book. RAs in the past decades have become a “standard product of the knowledge-manufacturing industries” (Swales, 1990, 95). In 1990, Swales estimated that the total of published research articles yearly around five million, by 2019, this number was above 7 million (Fire & Guestrin, 2019). Corpus-based grammatical investigations of academic English were conducted by Biber et al. (1991). In their Longman grammar of spoken and written English a corpus-based approach to English grammar is presented and include five subcorpora, which form the basis of their grammatical investigations. Their academic prose subcorpus contains both extracts from books and research articles. For their 333 research articles “the total number of words is 2,676,800 and the average text length is 8,050 words” (ibid., 32), which makes this corpus large enough to draw generalizable conclusions from. In Chapters 6 to 9 of this book I will rely on much of their data and their analytical approach.

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As Swales (2004) points out, “rhetorical consciousness-raising” (3) in English, the predominant language of research internationally, and a “focus on form” are “for educated advanced learners, important elements in any major pedagogical strategy”. He writes that “overall we seem, at least in research and scholarship, to be approaching a situation in which English is becoming a genuine lingua franca” (Swales, 2004, 43). Journal editors’ linguistic evaluation of manuscripts written in English by non-native researchers is largely dependent on their clarity and logical connectedness, and the coherent development of the topic from one sentence to the next; so much so, that it is becoming an essential part of “disciplinary acculturation” (Swales, 2004, 218) to be able to produce a complex, yet reader-sensitive text. Academic research articles are characterized by a regular discourse structure. One of the textual features that contribute to both the interpretability and connectedness of the surface text is cohesion.

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Studying the functions of reference as one of the linguistic devices to establish cohesion in academic discourse is important for various reasons. From the reader’s perspective referential items (e.g., demonstratives, personal pronouns) may be deceiving in the sense that they are seemingly easy to understand, yet they sometimes require complex interpretational processes from the reader to retrieve their content from other shorter or longer (and sometimes various) segments of the text. This way, a text may appear confusing or may also be misinterpreted as a result of vague or ambiguous references. In addition, referential items are very frequent lexical elements, but their functions are not identical across languages. For this reason, describing their functions in RAs, especially those beyond sentence boundaries, may have relevant pedagogical implications for non-native authors who need to publish RAs in international journals.
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