Stance in Contrast: A Corpus-Based Study of English and French Academic Writing
While previous research has highlighted the importance of stance in academic writing, cross-linguistic research on academic stance remains limited and often focuses on a narrow set of features, offering only a partial view of how writers express evaluative meanings across languages. Using a unified...
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| I publikationen: | URI:https://journals.openedition.org/lidil, |
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| Huvudupphovsman: | |
| Materialtyp: | Article ou chapitre numérique |
| Språk: | Anglais |
| Publicerad: |
Lidil
2026
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| Ämnen: | |
| Länkar: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Sammanfattning: | While previous research has highlighted the importance of stance in academic writing, cross-linguistic research on academic stance remains limited and often focuses on a narrow set of features, offering only a partial view of how writers express evaluative meanings across languages. Using a unified framework, this study examines epistemic and attitudinal markers in two corpora of English and French research articles. Stance markers were identified and disambiguated through a corpus-driven method based on Jadoulle (2023), and their frequencies and lexical preferences were compared. Results show that English writers use stance markers, especially hedges, more frequently than French writers, and that both groups rely on distinct lexical resources to express epistemic and attitudinal meanings. These results suggest that English and French academic writing are shaped by different rhetorical expectations and underscore the need for culturally informed approaches to academic writing pedagogy. |
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