La fuerza en la construcción del marco teórico en artículos científicos: un análisis desde la lingüística sistémico-funcional

Opposite to what is traditionally stated, the theoretical framework often constitutes an independent section in research articles. Therein writers establish the theoretical tradition that supports their research and make an account of the theoretical and research developments in their discipline, sp...

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Published in:Íkala : revista de lenguaje y cultura 2020-01, Vol.25 (1), p.75-91
Main Authors: Barletta, Norma Patricia, Chamorro, Diana, Mizuno, Jorge
Format: Article
Language:Spanish
Subjects:
Academic writing
Applied linguistics
artículo científico
artículo de investigación
Authorial voice
Clauses
fuerza
graduación
LANGUAGE & LINGUISTICS
Linguistics
lingüística sistémico- funcional
marco teórico
Spanish language
Systemic functional linguistics
Theoretical linguistics
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Summary:Opposite to what is traditionally stated, the theoretical framework often constitutes an independent section in research articles. Therein writers establish the theoretical tradition that supports their research and make an account of the theoretical and research developments in their discipline, specifically, in their topic of research, thus establishing a dialogue with other voices. This article examines how writers organize their theoretical framework by means of verbal clauses using the resources of the graduation subsystem proposed by the systemic functional linguistics to express force —which will help them to construct their authorial voice. This study analyzed the verbal clauses and the graduation resources of the theoretical frameworks in 20 research articles in Spanish language published in Colombian journals from the area of applied linguistics. Findings show the variety of resources deployed by writers in their verbal clauses to strengthen their commitment to their tenets, especially in prominent places of their theoretical framework, such as the macroTheme, hyperThemes, macroNew and hyperNew. Awareness of these theoretical framework features may be relevant for teaching academic writing.
ISSN:0123-3432
2145-566X
DOI:10.17533/udea.ikala.v25n01a14