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Research on Self-Mentions and Author Identity in Academic English Writing

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  • Tian Dong
  • Lu Qiu

Abstract

Self-mentions can help second-language learners establish author identity in academic English writing. This study employs both qualitative and quantitative methods, with the help of the search tool Antconc3.2.0 to investigate the characteristics of self-mentions and author identity in postgraduates’ academic English writing. The research results show that most postgraduates have the awareness of using self-mentions but cannot use them properly. They tend to use “we” instead of “I” to weaken their author identity and the role of discourse constructor is not well played. This research has some pedagogical implications for academic English writing and teaching of Chinese college students.

Suggested Citation

  • Tian Dong & Lu Qiu, 2018. "Research on Self-Mentions and Author Identity in Academic English Writing," International Journal of English Language and Literature Studies, Asian Economic and Social Society, vol. 7(4), pages 115-121.
    • Handle: RePEc:asi:ijells:v:7:y:2018:i:4:p:115-121:id:428
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    Cited by:

    1. Soonduck Yoo & Jong-Sun Park, 2019. "The Influence of Information Acceptance on Information Use Performance in the Case of Vulnerable Classes," International Journal of Financial Research, International Journal of Financial Research, Sciedu Press, vol. 11(5), pages 474-486, August.

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