Sociocognitive Features of Subjectivity in English Academic Discourse

The article investigates the sociocognitive dimensions of subjectivity in English academic discourse, exploring how cognitive schemas, social positioning, and epistemic authority intersect in the construction of authorial identity and knowledge claims. An integrative theoretical model combining sociocognitive linguistics, critical discourse analysis, and appraisal theory is proposed to account for the dynamic interplay between individual cognition and social context in academic subjectivity. The study demonstrates that subjective positioning in academic texts is neither a purely individual cognitive phenomenon nor a straightforward social process but emerges from the complex interaction between internalized disciplinary schemas and the institutional frameworks of scientific communication.

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