Disagreeing in academic written discourse in the discipline of theoretical and applied linguistics
Disagreeing, although face-threatening, is an important but difficult aspect of academic writing. As such, disagreeing in, particularly, written academic discourse is a challenge for many students and novice writers, but one that must be embraced to arm them with skills and understandings to survive and thrive in academic settings. Existing studies (e.g. Pomerantz, 1984; Locher, 2004; Stadler, 2006) have made important contribution on the strategies and functions of disagreement in spoken contexts; however, to date only Hunston (1993) and Salager-Meyer (1999) have addressed disagreement in research articles. It is therefore necessary to conduct more data-based research to further understand how academics disagree with other named researchers and/or their work. This study investigated how British professors typically expressed disagreement with named researchers in 16 TAL (Theoretical and Applied Linguistics) articles written in a nonquantitative (i.e. qualitative or a combination of qualitative and quantitative) framework and published in leading journals or books between 2000 and 2011. 11 interviews were also used in this study to explore the TAL authorsâ reasons for writing the disagreement moves and steps
Sii, Hui Ging
Disagreeing in academic written discourse in the discipline of theoretical and applied linguistics. Disagreeing, although face-threatening, is an important but difficult aspect of academic writing. As such, disagreeing in, particularly, written academic discourse is a challenge for many students and novice writers, but one that must be embraced to arm them with skills and understandings to survive and thrive in academic settings. Existing studies (e.g. Pomerantz, 1984; Locher, 2004; Stadler, 2006) have made important contribution on the strategies and functions of disagreement in spoken contexts; however, to date only Hunston (1993) and Salager-Meyer (1999) have addressed disagreement in research articles. It is therefore necessary to conduct more data-based research to further understand how academics disagree with other named researchers and/or their work. This study investigated how British professors typically expressed disagreement with named researchers in 16 TAL (Theoretical and Applied Linguistics) articles written in a nonquantitative (i.e. qualitative or a combination of qualitative and quantitative) framework and published in leading journals or books between 2000 and 2011. 11 interviews were also used in this study to explore the TAL authorsâ reasons for writing the disagreement moves and steps
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