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Raw number and normalized number of instances of verbs used in Database
Source publication
This research examines the use of concordancing to create materials for teaching about the role of reporting verbs in academic papers. The appropriate use of reporting verbs is crucial both in establishing the writer’s own claims and situating these claims within previously published research. The paper uses a sample of articles from Science, a lea...
Context in source publication
Citations
... There is a sufficient bulk of prior studies that focus on RVs in academic discourse (Bloch, 2010;Dontcheva-Navratilova, 2018;Hyland, 2014;Shaw, 1992). However, there seems to be a lack of the state-of-the-art research that examines the use of RVs as markers of evidentiality in RAAs (Yang, 2012). ...
... RVs in academic discourse, especially in English-medium academic writing, is a well-established area of scientific inquiry that focuses on investigating the distribution, frequency, and pragmatic roles of RVs (Bloch, 2010;Breeze, 2017;Dontcheva-Navratilova, 2008;Doró, 2014a;Hyland, 1999a;Ilchenko & Kramar, 2022;Kapranov, 2023a;Malmström, 2008;Yang, 2012). Judging from the literature, RVs are treated in the prior studies through the lenses of their reference to (i) citation practices, (ii) knowledge-stating, (iii) stance, and (iv) evidentiality (Bloch, 2010;Breeze, 2017;Dontcheva-Navratilova, 2008;Doró, 2014a;Hyland, 1999bHyland, , 2014Ilchenko & Kramar, 2022;Malmström, 2008;Yang, 2012). ...
... RVs in academic discourse, especially in English-medium academic writing, is a well-established area of scientific inquiry that focuses on investigating the distribution, frequency, and pragmatic roles of RVs (Bloch, 2010;Breeze, 2017;Dontcheva-Navratilova, 2008;Doró, 2014a;Hyland, 1999a;Ilchenko & Kramar, 2022;Kapranov, 2023a;Malmström, 2008;Yang, 2012). Judging from the literature, RVs are treated in the prior studies through the lenses of their reference to (i) citation practices, (ii) knowledge-stating, (iii) stance, and (iv) evidentiality (Bloch, 2010;Breeze, 2017;Dontcheva-Navratilova, 2008;Doró, 2014a;Hyland, 1999bHyland, , 2014Ilchenko & Kramar, 2022;Malmström, 2008;Yang, 2012). Let us summarise the aforementioned dimensions in more detail below. ...
The article presents a quantitative corpus-based study that aims to shed light on the frequency and distribution of reporting verbs (for instance, indicate, posit, etc.) associated with evidentiality that are found in research article abstracts (RAAs) in applied linguistics and applied psycholinguistics. Theoretically and methodologically, the study is informed by the literature (Söderqvist, 2020; Szczygłowska, 2022), which demonstrates that reporting verbs may mark evidentiality in scientific discourse. In order to establish the frequency of the occurrence of reporting verbs associated with evidentiality, a corpus of RAAs in applied linguistics and applied psycholinguistics was collected and, subsequently, analysed in software program AntConc version 4.0.11 (Anthony, 2022). The results of the quantitative analysis revealed that show and suggest were the most frequent reporting verbs associated with evidentiality in the corpus of RAAs in applied linguistics and applied psycholinguistics alike.
... They include information, ideas, data and evidence. Bitchener (2010) mentions the goal of the dissertation's literature review section which is to give a thorough account of the background literature pertinent to the setting in which a study is conducted; this serves as an argument, a case or a justification for a study. According to Bitchener (2010), there are seven communicational purposes of the literature review: an examination of the background and contextual material found in summaries and syn-dissertations from the nonresearch literature, a review of the theoretical viewpoints that support or notify a research effort, a review of the research literature relevant to one's subject and a critique of earlier works. ...
... Bitchener (2010) mentions the goal of the dissertation's literature review section which is to give a thorough account of the background literature pertinent to the setting in which a study is conducted; this serves as an argument, a case or a justification for a study. According to Bitchener (2010), there are seven communicational purposes of the literature review: an examination of the background and contextual material found in summaries and syn-dissertations from the nonresearch literature, a review of the theoretical viewpoints that support or notify a research effort, a review of the research literature relevant to one's subject and a critique of earlier works. The other tasks include identifying information gaps or research weaknesses, arguing why the gap was critical and big enough to be filled and outlines the plan and carry out of the research. ...
This study was purposed on analyzing reporting verbs in the Literature Review sections of some master’s dissertations in the field of Government and Leadership at the University of Professional Studies Accra (UPSA) in Ghana from the 2017/2018 to 2021/2022 academic year. The study sought to answer the main research question – what is the nature of the reporting verbs used in some master’s dissertations of students of the UPSA in the field of Government and Leadership? 20 dissertations were conveniently selected, and the Literature Review sections were analysed for reporting verbs using Hyland’s (2002) taxonomy which involves Research Acts, Cognition Acts and Discourse Acts as the analytical framework. These dissertations altogether contained 1,044,076 words. Results showed that students used various reporting verbs belonging to – Research Acts (observe, find), Cognition Acts (believe, conceptualize) and Discourse Acts (report, discuss) in their dissertations. Discourse Act reporting verbs were predominant compared to Cognition Acts and Research Acts, implying that the students used more of the reporting verbs associated with their mental processes. It is concluded that lecturers using English language and Research Methodology need to train students more in the use of reporting verbs in order to have their writing more impactful.
... (1) "identifying the case", (2) "establishing facts of the case", (3) "arguing the case", which is further subcategorised as: (a) "stating history of the case, (b) presenting arguments, (c) deriving ratio decidendi", and (4) "pronouncing judgment" (Bhatia 1993: 243). Bhatia (1993) also mentions that there are typical words used in each move, such as "hold" in the move "pronouncing judgment". For lack of space, this study does not cover all the stylistic selection of each move. ...
... In terms of the subheadings shown in Table 2 above, Texts 4 and 5 generally align with these four moves proposed by Bhatia (1993). However, in Texts 4 and 5, certain steps are implicit, such as "pronouncing judgment". ...
... These are the stages, which are also further divided into moves. By integrating the generic structure proposed by Bhatia (1993) and the typical generic structure proposed based on empirical analysis by Cheng (2010), the common features of legal judgment proposed by these two scholars are the elements of facts, reasoning analysis, and making a decision based on certain reasons. The generic structure of the five texts is further categorised, as shown in Table 3. ...
In appeal cases, judges from different levels of courts may have varying perspectives on the same set of facts, leading to different sentencing decisions. This study focuses on a specific traffic incident case in Hong Kong. In this case, a trial judge and a collegial panel at the High Court hold divergent opinions regarding the same set of facts, expressed through two different narrations and varying degrees of leniency in their rulings. By applying the framework of Appraisal Theory within a contextualized analysis, this paper reveals that the trial judge and the appellate judges employ differing amounts of evaluative expressions in reaching their decisions. I argue that evaluative language functions as a discursive strategy for negotiating justice, encompassing the narration of legal facts and the construction of legal arguments across different levels of the court system. Furthermore, through an examination of discrepancies between the two language versions, I contend that evaluative expressions, particularly the degree of attitude within the Appraisal Framework, warrant attention in the practice of legal translation. This attention is crucial for achieving a consistent level of emotive entropy in both language versions.
... In addition, the passive voice and complex sentence structures are also used. In academic texts, reporting verbs are used to support the author's statements and to convince the reader of them, especially in the literature review parts of an article (Bloch, 2010). Though, making claims requires the appropriate choice of a reporting verb, By incorporating ideas from various sources into writing, reporting verbs can achieve persuasive effects (see Alahmed and Jabbar, 2022). ...
يعتبر تقسيم الأفعال اللغوية إلى أفعال تصريحية (إعلامية) وأدائية (بناءة) ذات صلة خاصة باللغويين. تطور هذه الأفعال فهما لكيفية تجميع الجمل معا والطرق العديدة التي يمكن من خلالها التعبير عن الأفكار باستخدام هياكل جمل مختلفة يتم نقل المعلومات من خلال الخطابات التصريحية، في حين يتم التعبير عن الإجراءات والطلبات من خلال الأدوات اللغوية الأدائية. يستطيع اللغويون فحص اللغة بشكل أفضل من أجل المعنى والوظيفة إذا كان لديهم فهم قوي للتمييز بين نمطي الجملتين. أفعال التقارير ذات صلة بنقل نية المتحدث حيث تلعب أفعال الإبلاغ دورًا مهمًا في التواصل اليومي من خلال جعل معنى المتحدث أكثر وضوحًا. يشير استخدام الفعل "أقترح" في جملة مثل "أوصي بأن نخرج لتناول العشاء الليلة" إلى أن العبارة يتم تقديمها كاقتراح وليس كأمر. يشير استخدام كلمة "أعتقد" في عبارات مثل "أعتقد أنه يجب عليك أداء واجبك" إلى أن المتحدث يعبر عن رأي بدلاً من ذكر حقيقة. تسمح أفعال الإبلاغ للمتحدثين بنقل أفكارهم ومشاعرهم بشكل أكثر دقة في المحادثة. في حين أن أفعال التقرير تشير إلى الاستجابة العاطفية للمتحدث للمفهوم المجادل المقدم في عمل أكاديمي. تلك الأفعال تساعد في نقل قناعة المتحدث في موقعه أو المقياس الذي يعطيه للحجة. تسمح أفعال الإبلاغ أيضًا للكتاب بإخبار القارئ إذا كانوا يوافقون أو لا يوافقون على عبارة ما. يمكن رؤية أفعال الإبلاغ في تعبيرات مثل "تقترح هذه الدراسة أن ..." و "هذا الدليل يشير إلى أن ...". وبقدر ما أعلم، فإن البحث وفق منهجيات المدونات اللسانية الحاسوبية حول الأفعال التقريرية، ولا سيما الدراسات التحليلية المقارنة بين العربية والإنجليزية، نادر. وعلى الرغم من وجود دراسات لكثير من الباحثين اللغويين حول كيفية استخدام هاتين اللغتين، فإن بعض الدراسات الحديثة ناقشت بعض النتائج التي تؤيد القول حول أن المتحدثين باللغة العربية يستخدمون عبارات فعل أكثر من المتحدثين باللغة الإنجليزية في نفس القضية، بينما تستخدم اللغة العربية أفعال توضيحية أقل من الإنجليزية. ومن باب التفريق، فإن هذه الدراسة تبحث في كيفية استخدام الكتاب الأكاديميين باللغتين العربية والإنجليزية في خطاب التقرير والإبلاغ عن الأفعال وظيفيًا وموقعيًا وذلك في نصوص العلوم الاجتماعية على وجه الخصوص. Word Sketch أداة تحليل المدونات النصية تستخدم من خلال تحديد أفعال التقارير الأكثر شيوعًا في كلتا اللغتين ومقارنة استخدامها. يتم استخدام البرنامج لتوفير التردد، والذي يتوافق مع عدد تكرارات الأفعال في مقالات اللغتين. باستخدام نموذج Hyland (2002)، تُظهر النتائج أن الإبلاغ عن الأفعال في كلتا اللغتين يمكن تصنيفها إلى ثلاثة أنواع: تنفيذ البحث، وأفعال الخطاب، وأفعال الإدراك.
... More specifically, the study demonstrates that MVPs can carry a deliberate assertive rhetorical function as 'pronounce' strategies, revealing underlying assumptions tied to ideologies about knowledge and neoliberal forms of power. While the use of RVs with high speaker commitment ('show', 'recommend') typically serves the rhetorical aim of persuading an audience about the credibility and reliability of shared information (Bloch, 2010), lower-value RVs may be employed contractively to foster an impression of objectivity and authority. These persuasive strategies are further supported through the interactants' use of attitudinal and graduation resources. ...
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The abundance of online medical misinformation pertaining to the treatment of menopause symptoms can create significant confusion for afflicted individuals seeking answers while browsing the Internet. This study investigates oral online menopause discourse employed by ‘health influencers’ and medical professionals in terms of its pragmatic impact. Two distinct sets of YouTube videos were selected for analysis. The first corpus consists of 20 videos (89,046 words) uploaded between 2010-2022 by individuals promoting natural hormone balancing and compounded Bioidentical Hormone Therapy (cBHT) as a treatment for menopause symptoms. The second dataset includes 16 videos (66,333 words) and was added between 2013-2022 by institutions and medical professionals advocating for Menopausal Hormone Therapy (MHT). To investigate the effects of the discourse, the study focuses on the speakers’ use of subjective mental verb projections and reporting verbs. As engagement resources, these constructions allow for an exploration of the speakers’ dialogistic positioning and commitment to the validity of the shared information. Based on part-of-speech (POS) categories and the Appraisal framework, a contrastive appraisal analysis was conducted on both corpora, examining the system of Engagement and quantifying the appraisals. Further analysis focused on the lexicogrammatical realisations of subjective epistemic and evidential formulations beyond the sentence level, including the speakers’ deployment of attitude and graduation resources. The comprehensive computer-assisted appraisal analysis shows how the interplay of deliberate objectification and affectivity may render online media content more persuasive and increase the likelihood of false information. It shows that health influencers employ a higher number of non-congruent mental verb projections in pronounce moves, in an attempt to align the audience with their own stance, even though the constructions are described as entertain resources in Appraisal theory. In entertain moves, the YouTube creators primarily select metaphorical formulations to influence the viewers’ perception of the shared information, promoting cBHT. The health influencers predominantly attributed the shared information to human sources and hearsay evidence through the amplified use of lower-value reporting verbs and lexical graduation. In contrast, the medical professionals mainly opted for mental verb projections in pronounce moves to share specific views of reality grounded in scientific consensus. As members of the scholarly community, they attributed the communicated knowledge to research evidence, employing reporting verbs that indicated a high commitment to factual information and endorsing sources. The study offers valuable insight into the rhetorical effects of pseudo-medical discourse related to the online debate on appropriate menopause treatment. As a critical discourse analysis, it underscores the need for awareness of the increasing prevalence of medical disinformation in the digital sphere, especially in the light of repeated menopause medication shortages.
All tables and figures are my own.</p
... Besides indicating the writers' thoughts about their claims (Cargill & O'Connor, 2009), RVs project writers' voices. Proper uses of RVs enable readers to differentiate between the author's voice and other authors' voices (Bloch, 2010;Charles, 2006;Creswell & Creswell, 2018;Efron & Ravid, 2019). ...
... Quite the reverse, the inability to employ RVs in academic writing implies a lack of understanding of rhetorical argument strategies (Bloch, 2010;Junnak & Veerachaisantikul, 2016;Manan & Noor, 2014). That is to say, inadequate use of RVs precludes rhetorical, cohesive, and appealing discourse in a research paper. ...
... That is to say, inadequate use of RVs precludes rhetorical, cohesive, and appealing discourse in a research paper. Using a limited range of RVs confines writers' engagement with the reviewed literature and prevents a sound argument (Bloch, 2010;Fayyaz & Abdulaziz, 2022;Hyland, 2002). Moreover, the overuse of certain verbs limits the rhetorical functions. ...
This paper provides an appraisal of reporting verbs (RVs) in academic writing. It explicitly highlights how appropriate uses of such verbs project a critical voice and increase the readability of academic work. By using RVs, authors also situate their work in the greater context of their research, and extend credit to other researchers. The paper also showcases how the overuse of monotonous verbs in academic papers limits rhetorical functions. Besides providing an overview of RVs and their functions in academic writing, it furnishes a list of evaluative potentialRVs. These RVs are categorized into positive, negative, and neutral RVs depending on how academic writersuse them to convey strong, weak, and neutral position of arguments, showing their stances toward the sourceof information they cite. The article encourages authors to examine the wider context of a citation, integrate other authors’ ideas into their writing, and present their evaluation of the cited information persuasively. Inaddition to suggestions for employing RVs properly, the article suggests teaching RVs in academic writing courses. Moreover, journal editorial boards and reviewers should consider the appropriate uses of RVs as acriterion for publishable papers.
... Some studies have explored the citation practices in selected disciplines, e.g., in medical and biomedical journal articles (Thomas and Hawes 1994;Dubois 1988), or agricultural biology and biochemistry (Shaw 1992). Numerous other studies have dealt with reporting in the field of English studies or second language acquisition (Manan and Noor 2014;Yeganeh and Boghayeri 2015;Jalilifar 2012), while the practical application of research into reporting verbs was discussed in Bloch (2010). Several studies concentrated specifically on the academic writing of English L2 writers. ...
The paper contributes to the research on academic attribution by exploring syntactic-semantic patterns of English reporting verbs used by three types of academic writers, namely L2 novice (with Czech as their L1), L1 novice and L1 expert academic writers. It investigates the impact which both the EFL and EAP challenge has on the use of these verbs by L2 novice academic writers. Our approach combines contrastive analysis and learner corpus research, focusing on academic writing in English in the discipline of economics. The results suggest that although similarities among the groups prevail, Czech novice academic writers tend to resort to patterns associated with informal, conversational rather than academic style. Pedagogical implications of the findings could include raising students’ awareness of the practice of appropriate academic reporting as one of the skills needed for them to accommodate themselves to the conventions of English as the academic lingua franca.
... Some of these factors, albeit intuitively stated by some scholars, include a lack of understanding or exposure to the content of the cited previous studies (Arsyad et al., 2021;Jaroongkhongdach, 2015), as well as their reluctance to evaluate and comment on the claims of the authors (Agbaglo, 2017;Jaroongkhongdach, 2015;Soler Monreal & Gil Salom, 2011). Although EFL writers may have been exposed to training on using RV in academic writing, they nonetheless fail to make decisions about and experiment with new lexical varieties of RV owing to a lack of confidence (linguistic inferiority) (Bloch, 2010;Wen & Pramoolsook, 2021). This insecurity stems from their low English proficiency and, as a result, directs their judgment that they are not as eligible as English native speakers to effectively communicate their stance on materials presented in the language (Soler Monreal & Gil Salom, 2011;Uba, 2019). ...
The study examined the reporting verbs (RV) and tenses of RV in the academic essay of English-majored undergraduate students in Indonesia. Employing a sequential explanatory mixed-method research design, the study first collected quantitative data in the form of frequency of RV using Hyland's (2002) framework and tenses of RV using Thomas and Hawes' (1997) framework. Qualitative data were then collected to explain the reasons behind the use of RV and the tenses of RV. The study found that discourse verbs are prevalent in the students' essays, with 66,67% occurrence of total corpus, followed by research verbs, with 30,72% occurrence of the total corpus. Cognition verbs, however, were the least used, with 2,61% of the total corpus. The study also found that present tense (58,82%) and past tense (41,18%) were the most frequently used tenses in students' RV. The interview revealed students' reasons behind the frequent use of discourse and research verbs and the limited use of cognition verbs in their essays. Among which are their lack of engagement with literature and reticence to evaluate the author's claims due to their inadequate cognitive competence and English proficiency. The study concludes that students' use of discourse and research verbs reflects their relatively low criticality toward the cited materials.
... Some of these factors, albeit intuitively stated by some scholars, include a lack of understanding or exposure to the content of the cited previous studies (Arsyad et al., 2021;Jaroongkhongdach, 2015), as well as their reluctance to evaluate and comment on the claims of the authors (Agbaglo, 2017;Jaroongkhongdach, 2015;Soler Monreal & Gil Salom, 2011). Although EFL writers may have been exposed to training on using RV in academic writing, they nonetheless fail to make decisions about and experiment with new lexical varieties of RV owing to a lack of confidence (linguistic inferiority) (Bloch, 2010;Wen & Pramoolsook, 2021). This insecurity stems from their low English proficiency and, as a result, directs their judgment that they are not as eligible as English native speakers to effectively communicate their stance on materials presented in the language (Soler Monreal & Gil Salom, 2011;Uba, 2019). ...
The study examined the reporting verbs (RV) and tenses of RV in the academic essay of English-majored undergraduate students in Indonesia. Employing a sequential explanatory mixed-method research design, the study first collected quantitative data in the form of frequency of RV using Hyland’s (2002) framework and tenses of RV using Thomas and Hawes’ (1997) framework. Qualitative data were then collected to explain the reasons behind the use of RV and the tenses of RV. The study found that discourse verbs are prevalent in the students’ essays, with 66,67% occurrence of total corpus, followed by research verbs, with 30,72% occurrence of the total corpus. Cognition verbs, however, were the least used, with 2,61% of the total corpus. The study also found that present tense (58,82%) and past tense (41,18%) were the most frequently used tenses in students’ RV. The interview revealed students’ reasons behind the frequent use of discourse and research verbs and the limited use of cognition verbs in their essays. Among which are their lack of engagement with literature and reticence to evaluate the author’s claims due to their inadequate cognitive competence and English proficiency. The study concludes that students’ use of discourse and research verbs reflects their relatively low criticality toward the cited materials.
... On the other hand, the majority of verbs in research papers were written in the past tense. Bloch (2010) planned to use the concordance technique to give educational resources concerning the importance of reporting verbs in academic writing. He made two very small corpora by copying an excerpt from a paper that was published in a scholarly journal. ...
The current study describes the use of RVs in essays written by Iraqi MA students at Tikrit University (in Tikrit province, Iraq). The main aim of the present study is to discover how participants use RVs in essay writing to provide a detailed analysis that will assist them in improving their writing. 15 Iraqi MA students participated in this study. The participants wrote 30 essays; each participant wrote two essays on a different topic that was chosen. The theories from Biber, et al. (2002) equipped by Quirk (1985) are applied to analyze RVs. RVs used by the participants were classified into three categories: communication, activity, and mental verbs. The results of the current study show that the participants used Activity Verbs (55%), followed by Communication Verbs (27%) and Mental Verbs (18%). It was concluded that the students had overused the Activity Verbs, such as 'point', 'show', 'find', 'give', and 'focus'. The present study also concluded that students' ability in using RVs must be developed to reach the proper academic level in their writing.
