A corpus-based study of signalling nouns in marketing and economics research articles

被引:2
|
作者
Gao, Hongmiao [1 ]
Lu, Chunmei [2 ]
Hu, Chunyu [3 ]
机构
[1] Shanghai Jiao Tong Univ, Sch Foreign Languages, 800 Dongchuan Rd, Shanghai 200240, Peoples R China
[2] Guangdong Univ Foreign Studies, Sch English Int Business, 2 North Baiyun Ave, Guangzhou 510420, Guangdong, Peoples R China
[3] Guangdong Univ Foreign Studies, Ctr Linguist & Appl Linguist, 2 North Baiyun Ave, Guangzhou 510420, Guangdong, Peoples R China
关键词
Signalling nouns; Grammatical metaphor; Corpus -based study; Marketing; Economics; Disciplinary epistemology; CONSTRUCTION; CITATION;
D O I
10.1016/j.jeap.2023.101318
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Signalling nouns (SNs, hereinafter) as grammatical metaphors serve as effective clues to disci-plinary epistemology. Based on self-built corpora, this study explores disciplinary variation in the use of SNs by investigating marketing and economics research articles (RAs, hereinafter). The results show that marketing RAs employ SNs with significantly higher frequency than economics RAs. In terms of grammatical patterns, marketing RAs prefer the "SN+ to-infinitive" pattern, whereas economics RAs tend to use the "SN+ that-clause" structure. Semantically, marketing researchers prefer modal fact and idea nouns to show a greater tendency for writer visibility, greater interest in factors influencing consumer purchasing behaviors, and the more empirical and experimental nature of marketing. In contrast, economics researchers prefer fact and idea nouns to explore the decision-making process of economic agents, and reveal the more hypo-thetical, econometrical, and abstract reasoning nature of this discipline. The choices of SNs reflect distinct disciplinary epistemologies between marketing and economics. This study sheds new light on the significance of SNs in revealing disciplinary variations, and creates a database of detailing the characteristics of SNs used in both disciplines, which can aid EFL learners and EAP practitioners to better use SNs to construct interpersonal relations with readers in academic writing.
引用
收藏
页数:11
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