A Corpora-based Study of Engagement Markers in Chinese and English Research Article by Same Chinese Scholars

Abstract

Drawing upon Hyland’s (2005a) reader engagement modal, this study investigates both the similarities and differences in the frequency of engagement markers across different linguistic contexts by constructing corpora of Chinese-English research articles by the same Chinese scholars. It is found that there are statistically significant differences in the use of engagement markers between two corpora and Chinese scholars use engagement markers more frequently and strategically in English. They employ more personal asides to solicit reader collusion and questions to lead the reader in English research articles. Additionally, they also favor reader mentions, which reflects they prioritize interactive communication with readers in English research articles. Beyond these differences, the study also reveal notable similarities in two corpora. Findings indicate that scholars adopt appeals to shared knowledge with comparable frequency and avoid second-person pronouns in Chinese and English research articles due to the similar writing conventions. The research results are of great significance for deepening the understanding of the cultural differences and academic writing in bilingual context and enhancing the Chinese scholars’ ability of international academic writing.