title: HOW LEXICAL MEANS OF GRADUATION CONTRIBUTE TO EVALUATION IN RUSSIAN AN GERMAN SCIENTIFIC TEACHING PRACTICE
metadata.name: dc.contributor.author
metadata.value: Stepanov, Evgenii S.
metadata.lang: -
metadata.name: dc.date.accessioned
metadata.value: 2023-05-26T10:22:18Z
metadata.lang: -
metadata.name: dc.date.available
metadata.value: 2023-05-26T10:22:18Z
metadata.lang: -
metadata.name: dc.date.issued
metadata.value: 2023
metadata.lang: -
metadata.name: dc.identifier.other
metadata.value: https://doi.org/10.21638/2782-1943.2022.41
metadata.lang: -
metadata.name: dc.identifier.uri
metadata.value: http://hdl.handle.net/11701/41541
metadata.lang: -
metadata.name: dc.description.abstract
metadata.value: The present article examines evaluation strategies in scientific teaching practice
  and focuses on graduation as an evaluative tool. Graduation is thought
  of as an additional qualificative meaning which is superimposed on the main
  evaluation component and aims at intensifying or down-toning the degree of
  author’s intent. The textual analysis is carried out within the framework of the
  theory of communication practices. It allows to distinguish the text type of
  university textbook which is a basis for the empirical material of the study. The
  linguistic methodology of the theory of evaluation is chosen to examine the
  manifestation of evaluative strategies in university textbooks. The analysis of
  German- and Russian-language textbooks on sociology shows that the use of
  graduation in the evaluative function is a common evaluation strategy (20 %
  of all evaluative acts in German-language textbooks and 19 % in Russian-language
  textbooks). Three groups of graduators are emphasizers, intensifiers,
  and hedgers. Intensifiers have similar use frequency both in German and Russian
  scientific teaching practice whereas emphasizers are spread more widely
  in Russian textbooks. Russian and German authors in scientific teaching practice
  tend to graduate knowledge according to its relevance emphasizing most
  important information and intensifying their evaluative judgements. The use
  of mitigation markers is rather uncommon here since the goal of scientific
  teaching practice is to provide students with most relevant information.
metadata.lang: en_GB
metadata.name: dc.description.sponsorship
metadata.value: The study was prepared with the support of the Russian Science Foundation (project 22-28-01024 «Evaluation language in scholarly hu- manities practices and discourses of Germany and Russia») at St. Peters- burg State University.
metadata.lang: en_GB
metadata.name: dc.language.iso
metadata.value: en
metadata.lang: en_GB
metadata.name: dc.publisher
metadata.value: St Petersburg State University
metadata.lang: en_GB
metadata.name: dc.relation.ispartofseries
metadata.value: Synergy of Languages & Cultures 2022: Interdiscipilinary Studies;
metadata.lang: -
metadata.name: dc.subject
metadata.value: scientific discourse
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: scientific teaching practice
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: language of evaluation
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: lexical graduation
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: university textbook as text type
metadata.lang: en_GB
metadata.name: dc.title
metadata.value: HOW LEXICAL MEANS OF GRADUATION CONTRIBUTE TO EVALUATION IN RUSSIAN AN GERMAN SCIENTIFIC TEACHING PRACTICE
metadata.lang: en_GB
metadata.name: dc.type
metadata.value: Article
metadata.lang: en_GB
resources.filename: 512-522.pdf
resources.url: https://dspace.spbu.ru/bitstream/11701/41541/1/512-522.pdf
resources.format: Adobe PDF
resources.size: 724,56 kB