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Dr. Xiaole Gu (顾)
Harbin Institute of Technology

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0 Academic Writing
0 Discourse Analysis
0 Intercultural Communication
0 ESP teaching
0 systemic functional grammar

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Short Biography

Xiaole GU is an associate professor at the School of International Studies, Harbin Institute of Technology, China, and serves as the vice dean for the Department of EFL for Non-English Major Post-graduates. She holds a doctoral degree in linguistics and applied linguistics. She was an assistant professor in Department of Modern Languages of University of Louisville from 2012–2013. She is an active researcher in the field of EAP/ESP teaching and research and has directed and participated in over 20 research projects, including one funded by China’s Social Science Foundation, one by Social Science Foundation of China’s Ministry of Education, and over 10 provincial-level projects funded by Heilongjiang Department of Education, China. Her most recent projects include Research and Practice on Science and Engineering Students’ Writing Competence in English Research Articles, and Academic Discourse and Identity Construction of Chinese University Students. She has numerous publications in this field and in several renowned journals, including Language and Intercultural communication (SSCI), Chinese Applied Linguistics (ESCI), and Language World (CSSCI). She has also published one academic monograph and compiled over 10 College EFL textbooks.

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Journal article
Published: 24 August 2021 in Sustainability
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English for foreign language (EFL) novice writer-researchers are faced with an increasing pressure for international publication as a prerequisite for sustainable career development in academia. The use of metadiscourse, as a key indicator for their discourse competence, has been a subject of research for English for Academic Purposes (EAP) and/or English for Specific Purposes (ESP) scholars. This study investigates metadiscourse features of research articles’ (RA) results and discussion (R&D) sections written by Chinese PhD students and their writer identities reflected through metadiscourse choice. A corpus was built, consisting of a subcorpus of R&D of unpublished research articles (RAs) written by Chinese PhD students (CNWs) and one of the same part-genre by English-speaking expert writers (EEWs). Metadiscourse used by the two groups were identified based on Hyland’s interpersonal model of metadiscourse. Quantitative analyses on the frequency and variety of metadiscourse markers found a significant difference not only in interactional metadiscourse but also in some subcategories of interactive and interactional metadiscourse, indicating that CNWs attach more importance to organisation of ideas than to the persuasiveness of arguments. A questionnaire survey was conducted to explore the influence of the CNWs’ perception of RA writing on their metadiscourse choice. It revealed that knowledge of generic conventions and metadiscourse functions, awareness of the writer–reader relationship, and confidence in language competence may influence metadiscourse choice. The paper concludes with the view that the CNWs generally view themselves as a recounter and reporter of their research, remaining conservative when presenting an authoritative voice and a confident identity as a knowledge creator.

ACS Style

Xiaole Gu; Ziwei Xu. Sustainable Development of EFL Learners’ Research Writing Competence and Their Identity Construction: Chinese Novice Writer-Researchers’ Metadiscourse Use in English Research Articles. Sustainability 2021, 13, 9523 .

AMA Style

Xiaole Gu, Ziwei Xu. Sustainable Development of EFL Learners’ Research Writing Competence and Their Identity Construction: Chinese Novice Writer-Researchers’ Metadiscourse Use in English Research Articles. Sustainability. 2021; 13 (17):9523.

Chicago/Turabian Style

Xiaole Gu; Ziwei Xu. 2021. "Sustainable Development of EFL Learners’ Research Writing Competence and Their Identity Construction: Chinese Novice Writer-Researchers’ Metadiscourse Use in English Research Articles." Sustainability 13, no. 17: 9523.