Author(s)

Zhao Yue ¹

Affiliation(s)

¹ College of International Studies, Xi'an International Studies University, Xi'an, 710100, China

Corresponding Author

Zhao Yue

ABSTRACT

The postgraduates have been afflicted with writing the "discussion" part in English academic writing, which cannot be distinguished from the "result" part. While previous studies place premium on the writing of "abstract" and "introduction" part, scant attention has been paid to "discussion", let alone the use of modality system in it. To fill this lacuna, this investigation gives sufficient weight to the use of modality system in the "discussion" from the perspective of interpersonal meaning, which help improve academic writings. The academic interaction between authors and target readers is manifested through interpersonal meaning, which also can be revealed in terms of modal expressions. The present study collected 10 thesis papers written by postgraduates majoring in foreign linguistics and applied linguistics, which underscore the teaching practice in applied linguistics. The analysis of modality system includes type, value, and polarity. The findings indicate that postgraduates are inclined to use finite modal operators to express their own judgments and attitudes. Moreover, low value and median value modal verbs are used frequently in the "discussion". The modalization is more frequently used than modulation. Furthermore, authors are more likely to use positive forms while negative forms are used to describe results. The investigation provides implications for further analysis of modality system in academic discourse, ranging from orientation, voice to tense.

KEYWORDS

Modality; interpersonal meaning; English academic writing; thesis discussion

CITE THIS PAPER

Zhao Yue, A Study on Modality System in English Academic Writings' Discussions from the Perspective of Interpersonal Meaning. Lecture Notes on Language and Literature (2024) Vol. 7: 86-91. DOI: http://dx.doi.org/10.23977/langl.2024.070215.

REFERENCES

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