Abstract
How do researchers do to take up again, in their writings, the discourse of other people? This paper analyses the modalities of insertion of other people’s discourse in a text, by distinguishing metaphrase and paraphrase, which refer to the autonomy or assimilation of other people’s discourse. We mobilize a contrastive analysis that investigates the different modalities conducted in research and teaching texts written by Brazilian Applied Linguistics colleagues and French didactics colleagues. The research results confirm the initial hypothesis: the enunciative modalities in the insertion of other peoples’s discourse allow, to a certain extent, a generic characterization concerning different academic discourses: teaching texts privilege the paraphrase, and research texts privilege the metaphrase.
Keywords:
Discourse analysis; Didactics; Other people’s discourse; Enunciation; Academic literacy