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1.1Academicdiscoursecommunity:itsgenresandvalues
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amineculturaldiversityinscholarlypractices,themainstrandsofresearch
doneintoEnglishacademiccommunication—includingcontrastivestudies
—andtheroleofEnglishasthegloballanguageofscience.Aseparatesection
isdevotedtostudiesofPolishacademicdiscourseanditsfeatures.
1.1Academicdiscoursecommunity:itsgenresandvalues
Thenotionofdiscoursecommunity,developedbySwalesin1990,refersto
asociorhetoricalgroupingwhosememberspursueasharedsetofgoalswhich
determinetheircommunicativebehaviour.Thesegoalsdominateoversuch
socialbondsasasharedlanguageoracommonculturalbackground—unlike
inspeechcommunities,whichprioritisesharedlanguageandcultureasthe
sourceofthesenseofsolidarityandbelonging.Moreover,andagainincontrast
tospeechcommunities,thecommunicationmodelsthatservethemembersof
thesegroupingstorealisetheirgoalsmustbelearnedbyaspiringmembersand
novicesratherthanacquired.Finally,membershipindiscoursecommunities,
asJohns(1997:53)pointsout,isnotinheritedbutvoluntaryandearnedby
anindividualwhochoosesthetypeofcommunitytojoinanddecidesonthe
degreeofinvolvementinit.Participationinonediscoursecommunitydoes
notprecludemembershipinotherdiscoursecommunitiesbutmayinfluence
one)sdiscursivepracticeswithinthoseothergroupings(sometimesinterfer-
ingwiththem,asshownbySwales,1990,whoreportsonhisownattemptsto
becomeafullmemberofaHongKongphilateliccommunity).
AccordingtoSwales(1990:24-27),thesetofconditionsnecessaryandsuf-
ficientforadiscoursecommunitytoformincludes:asharedsetofgoals,es-
tablishedmechanismsofcommunicationamongmembers,activityofmem-
bersintermsofinformationexchange,developmentofgenreswhichfurther
thegoalsofthegroup,acquisitionofspecificlexis,andahierarchyofmember-
ship.Topursuethegroup)sgoalseffectively,theacademicdiscoursecommu-
nityhavedevelopedtexttypeswhichappearbestsuitedtothedialogicmodel
ofknowledgegenerationanddissemination,i.e.,researchandotherprofes-
sionalfacultygenres(Johns,1997),includingtheresearchpaper,theacadem-
icbookreview,themonograph,theabstract,theconferencepaper,and,more
recently,themultimediapresentation.Apartfromtheseurealgenres”
,theac-
ademiccommunitypossessesalsopedagogicalgenres,suchasthetextbook
andthelecture,whosemainfunctionistoacquaintstudentswiththefunda-
