HETEROGLOSSIA IN ELT RESEARCH ARTICLE ABSTRACTS: INSIGHTS FOR ENHANCING GENRE PEDAGOGY

This study examines research article abstracts in the field of English Language Teaching (ELT) to explore how authors use lexicogrammatical resources to manage dialogic positioning between writers and readers in academic discourse. Aiming to inform genre pedagogy, it offers insights into navigating authorial voice and expressing stance effectively. Drawing on the Engagement subsystem of Appraisal Theory, the study focuses on heteroglossic expressions and strategies of dialogic contraction and expansion. A sample of 50 ELT abstracts was analyzed using a mixed-methods approach that combines quantitative corpus analysis with qualitative interpretation. The findings reveal patterns in the use of specific strategies for constructing effective abstracts. These insights provide practical guidance for teaching academic writing, helping novice writers manage stance, develop flexibility, and produce academically persuasive texts.