Negotiating across languages: Metadiscourse in english and spanish abstracts in soil science



Palabras clave:

academic writing, intercultural rethoric, abstracts, metadiscourse, multilingual writers


This study aimed to contrast metadiscourse use across languages in abstracts in the field of Soil Science. Three corpora were compared: abstracts published in Spanish by Spanish speakers; abstracts published in English by Spanish speakers; and abstracts published in English by English speakers. Metadiscourse occurrences were qualitatively coded using computer-assisted qualitative data analysis software and interpreted in relation to independent variables language of publication, writers’ dominant language, and abstract rhetorical structure. Findings suggest an overall preference for boosting and a tendency to rely heavily on interpersonal features when presenting and discussing research outcomes, which may be accounted for in terms of the promotional function of the genre. Contrastive corpus analysis indicates a shift from Spanish local patterns of interaction when publishing in English towards dominating patterns of negotiation in the additional language, which might be attributed to the external demands posed by differing socio-pragmatic contexts of publication. Few divergencies observed in the use of hedging features might indicate coexisting communication patterns and deliberate participation strategies by Spanish speakers.

Biografía del autor/a

Viviana Innocentini, Universidad Nacional de Mar del Plata

Viviana Innocentini es Profesora de inglés (Universidad Nacional de Mar del Plata, Argentina), Máster en Enseñanza de Inglés como Lengua Extranjera (Universidad de Jaén, España) y Candidata Doctoral en Ling¨üística (Universidad de Buenos Aires, Arg.). 

Es docente investigadora (Prof. Adjunta regular) en Facultad de Ciencias Agrarias, Universidad Nacional de Mar del Plata, responsable de los cursos de comprensión lectora en inglés para estudiantes de grado y de los cursos de escritura académica en inglés para estudiantes de posgrado. Es co-directora del grupo de investigación Cuestiones del Lenguaje (Facultad de Humanidades, Universidad Nacional de Mar del Plata), miembro de la Asociación Latinoamericana de Estudios de la Escritura en Educación Superior y Contextos Profesionales (ALES), y miembro de la Comisión directiva de Argentina TESOL.

Federico Navarro, Universidad de O'Higgins: Rancagua, Región de O'Higgins, CL

Federico Navarro es Licenciado en Letras por la Universidad de Buenos Aires, Diplomado en Estudios Avanzados y Doctor en Lingüística por la Universidad de Valladolid. Se desempeña como Director de la Escuela de Educación y profesor asociado de la Universidad de O’Higgins, e investigador asociado del Instituto de Estudios Avanzados en Educación de la Universidad de Chile. Se desempeño durante una década como docente en educación media. Ha sido investigador principal o codirector en once proyectos de investigación financiados sobre escritura y enseñanza. Fue el primer Presidente de la Asociación Latinoamericana de Estudios de la Escritura en Educación Superior y Contextos Profesionales (ALES) y ha realizado más de 150 presentaciones en congresos de su especialidad. Es autor del libro “Escribir para aprender: Disciplinas y escritura en la escuela secundaria” (2013) y editor de manuales como “Manual de escritura para carreras de humanidades” (2014) y “Manual de lectura, escritura y oralidad académicas para ingresantes a la universidad” (2018), entre más de 100 publicaciones científicas en Argentina, Brasil, Colombia, Chile, Estados Unidos, Holanda, México, España, Perú, Portugal, Suiza y Taiwán.


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