<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-3432</journal-id>
<journal-title><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></journal-title>
<abbrev-journal-title><![CDATA[Íkala]]></abbrev-journal-title>
<issn>0123-3432</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Idiomas, Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-34322023000100139</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala.v28n1a08</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Interactional Metadiscourse in English-Medium Research Articles Abstracts Written by Non-Native Authors:A Contrastive Study]]></article-title>
<article-title xml:lang="es"><![CDATA[Metadiscurso interaccional en resúmenes de artículos de investigación escritos en inglés por autores no nativos: un estudio contrastivo]]></article-title>
<article-title xml:lang="fr"><![CDATA[Métadiscours interactionnel dans des résumés des articles de recherche rédigés en anglais par des auteurs allogènes : une étude contrastive]]></article-title>
<article-title xml:lang="pt"><![CDATA[Metadiscursos interacionais nos resumos dos artigos de pesquisa escritos em inglês por autores não nativos: um estudo contrastivo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Boginskaya]]></surname>
<given-names><![CDATA[Olga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Irkutsk National Research Technical University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Russian Federation</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<numero>1</numero>
<fpage>139</fpage>
<lpage>154</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322023000100139&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322023000100139&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322023000100139&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Abstracts in research articles play a crucial role in settling the impact of academic articles. However, despite the abundance of research on academic discourse, variation in its linguistic features among scholars from different academic cultures seems to have remained untouched. This study presents a comparative analysis of interactional metadiscourse markers in English-language research article abstracts written by both Russian and Spanish scholars in the field of linguistics. The study is based on the assumption that the distribution of interactional metadiscourse devices is different in the abstracts produced by each group of scholars. This is because Spanish academic discourse has been influenced by the growing expansion of Anglophone academic conventions to a larger extent. The theoretical basis of the study is Hyland&#8217;s (2005) taxonomy of interactional metadiscourse markers, which offers a pragmatically-grounded method for studying different types of such markers in academic discourse. Findings revealed that Spanish scholars leave more traces of themselves in their writing and take far more explicitly involved positions than Russian scholars. These findings carry therefore pedagogical implications for academic writing course designers and instructors and can enhance non-native writers&#8217; knowledge of culture-specific and international academic writing conventions in the discipline.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los resúmenes de los artículos de investigación son determinantes en el impacto de los artículos científicos. Sin embargo, pese al rico acervo de investigación sobre el discurso académico, la variación en sus características lingüísticas entre académicos de diferentes culturas parece haberse mantenido intacta. Este estudio presenta un análisis comparativo de los marcadores del metadiscurso interaccional en resúmenes de artículos de investigación en lengua inglesa, escritos por académicos rusos y españoles en el campo de la lingüística. El estudio se basa en el supuesto de que la distribución de los dispositivos del metadiscurso interaccional es diferente en los resúmenes producidos por cada grupo de investigadores. Esto se debe a que el discurso académico español ha recibido en mayor medida la influencia de la expansión creciente de las convenciones académicas anglófonas. La base teórica del estudio es la taxonomía de los marcadores del metadiscurso interaccional de Hyland (2005), la cual ofrece un método de base pragmática para el estudio de diferentes tipos de esos marcadores en el discurso académico. Los hallazgos revelaron que los académicos españoles dejan en su escritura más rastros de sí mismos y adoptan posturas mucho más explícitas que los académicos rusos. Estos hallazgos tienen, por ende, implicaciones pedagógicas para el diseño y la realización de cursos de escritura académica y pueden mejorar el conocimiento de los escritores no nativos sobre convenciones de escritura académica internacionales y específicas de una cultura en la misma disciplina.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Les résumés des articles de recherche sont déterminants pour l&#8217;impact des articles scientifiques. Cependant, malgré le riche corpus de recherches sur le discours universitaire, la variation de ses caractéristiques linguistiques entre universitaires de cultures différentes semble être restée intacte. Cette étude présente une analyse comparative des marqueurs du métadiscours interactionnel dans les résumés d&#8217;articles de recherche en langue anglaise écrits par des chercheurs russes et espagnols dans le domaine de la linguistique. L&#8217;étude est basée sur l&#8217;hypothèse que la distribution des dispositifs de métadiscours interactionnel est différente dans les résumés produits par chaque groupe de chercheurs. Cela est dû au fait que le discours académique espagnol a été influencé dans une plus large mesure par l&#8217;expansion croissante des conventions académiques anglophones. La base théorique de l&#8217;étude est la taxonomie des marqueurs du métadiscours interactionnel de Hyland (2005), qui offre une méthode basée sur la pragmatique pour l&#8217;étude des différents types de marqueurs du métadiscours interactionnel dans le discours universitaire. Les résultats ont révélé que les universitaires espagnols laissent davantage de traces d&#8217;eux-mêmes dans leurs écrits et adoptent des positions beaucoup plus explicites que les universitaires russes. Ces résultats ont donc des implications pédagogiques pour la conception et la mise en &#339;uvre de cours de rédaction universitaire et peuvent améliorer la connaissance qu&#8217;ont les rédacteurs non natifs des conventions de rédaction universitaire internationales et spécifiques à une culture dans la même discipline.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os resumos de artigos de pesquisa são decisivos para o impacto dos artigos científicos. Entretanto, apesar do rico corpo de pesquisas sobre o discurso acadêmico, a variação em suas características linguísticas entre acadêmicos de diferentes culturas parece ter permanecido intacta. Este estudo apresenta uma análise comparativa de marcadores de metadiscurso interacional em resumos de artigos de pesquisa em língua inglesa escritos por estudiosos russos e espanhóis na área de linguística. O estudo se baseia na suposição de que a distribuição dos dispositivos de metadiscurso interacional é diferente nos resumos produzidos por cada grupo de pesquisadores. Isto se deve ao fato de que o discurso acadêmico espanhol tem sido influenciado em maior medida pela crescente expansão das convenções acadêmicas anglófonas. A base teórica do estudo é a taxonomia de Hyland (2005) de marcadores de metadiscursos interacionais, que oferece um método pragmático para o estudo de diferentes tipos de marcadores de metadiscursos interacionais no discurso acadêmico. As descobertas revelaram que os acadêmicos espanhóis deixam mais traços de si mesmos em sua escrita e adotam posições muito mais explícitas do que os acadêmicos russos. Estas descobertas têm, portanto, implicações pedagógicas para a concepção e realização de cursos de redação acadêmica e podem melhorar o conhecimento de escritores não nativos sobre convenções de redação acadêmica internacionais e específicas da cultura na mesma disciplina.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[research article abstracts]]></kwd>
<kwd lng="en"><![CDATA[academic discourse]]></kwd>
<kwd lng="en"><![CDATA[interactional metadiscourse]]></kwd>
<kwd lng="en"><![CDATA[non-native speakers]]></kwd>
<kwd lng="es"><![CDATA[resúmenes de artículos de investigación]]></kwd>
<kwd lng="es"><![CDATA[discurso académico]]></kwd>
<kwd lng="es"><![CDATA[metadiscurso interaccional]]></kwd>
<kwd lng="es"><![CDATA[hablantes no nativos]]></kwd>
<kwd lng="fr"><![CDATA[résumés des articles de recherche]]></kwd>
<kwd lng="fr"><![CDATA[discours académique]]></kwd>
<kwd lng="fr"><![CDATA[métadiscours interactionnel]]></kwd>
<kwd lng="fr"><![CDATA[locuteurs allogènes]]></kwd>
<kwd lng="pt"><![CDATA[resumos de artigos de pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[discurso acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[metadiscurso interacional]]></kwd>
<kwd lng="pt"><![CDATA[falantes não nativos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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