جستجوی مقالات مرتبط با کلیدواژه « genre analysis » در نشریات گروه « ادبیات و زبان ها »

Book reviews play an essential role in helping researchers and authorities keep up with the newest advancements in their respective field. Most genre-based reviews in the past have focused their analysis on linguistic characteristics of book reviews, dismissing rhetorical structures. Therefore, the current study aims to rectify this belief by looking for obligatory and conventional moves in two of the most famous linguistics journals, Applied Linguistics and System, while also comparing the sequencing of their rhetorical structures. Seventy book reviews, thirty-five from each journal, were investigated in this study. The rhetorical structures used in this investigation were based on Motta Roth’s (1995) Model. Data coding was done by utilizing MAXQDA. The results were as follows: while none of the four rhetorical move was obligatory in these journals, they were all at least used in more than 70% of the book reviews investigated. Move 2, outlining the book, was utilized in every book review. On the matter of move sequencing, it was observed that book reviews in both journals generally adhere to the conventional linear move sequencing. These findings show that rhetorical structures are still widely used by book reviewers and can provide a good starting point for researchers interested in doing book reviews.

This research aimed at investigating English and Persian abstracts of TEFL theses. In order to achieve the objective of the study, 120 English thesis abstracts and their Persian translations of Iranian TEFL students at MA level at different universities of Iran were collected and analyzed. The sampling method used was purposive sampling. The qualitative content analysis was done by two raters based on Swales’ (2004) model. Then, the frequencies and percentages of different moves were calculated in the English and Persian corpora. Finally, Chi-square tests were run to check the significance of difference between the frequencies of different moves in the English and Persian corpora. The results showed the occurrence of various moves in the English corpus. The results also confirmed that different moves were present in the Persian corpus. Finally, the results demonstrated that there was a significant difference between the frequencies of different moves in the two corpora, except Move 1 Step 2 Making topic generalizations, Move 2 Step 1B Indicating a gap, Move 2 Step 1C Question raising, and Move 3 step 6 (PISF) Stating the value of the present research.

The present study sought to find the most frequent lexical bundles, particularly the token of the bundles, in the introduction and discussion sections of Civil Engineering research articles. It also aimed to examine the forms or types of lexical bundles found in the introduction and discussion sections of the articles. To this end, a quantitative analysis was performed on the use of two-to-five-word lexical bundles, followed by a qualitative analysis of their functions and structures based on the structural taxonomy of lexical bundles proposed by Biber, Conrad, and Cortes (2004). AntConc, as a corpus analysis tool, was employed for the extraction of lexical bundles as well as the examination of their types and tokens. Likewise, concordancers and word and keyword frequency generators were used for the analysis of word clusters and lexical bundles.  A total of 790 lexical bundles in the introduction section and 279 lexical bundles in the discussion section were analyzed based on a set of pre-established criteria (e.g., the frequency cut-off of 20 per million words). The findings revealed that the lexical bundles consisted largely of two-word strings, and the five-word strings were the fewest. Regarding the structural classification of bundles, phrasals were the most frequent ones, whereas clausal ones were the least frequent ones. The study carries important implications, especially for materials developers and course designers who may hopefully benefit from the results in designing EAP materials finely tailored to the linguistic needs of Civil Engineering students.

The present study examined the macrostructure of published Case Reports (CRs) to provide information about the organizational structure of CRs and to develop a framework that can respond to the urgent needs of students at Kermanshah University of Medical Sciences (KUMS). Overall, 100 published reports were selected from the established journals and were analyzed following the Swealsian (1990) model of genre analysis. Another set of data included 32 CRs written by medical students who were invited to report a case, in English, they recently observed during their clinical courses in 2019. Following awareness raising tasks, the students’ reports were compared to published CRs. Findings demonstrated variations in the obligatory and optional moves and steps in each section of a case report. The differences can be ascribed to the specific nature of each case and the distinct medical procedures. The study concludes that familiarizing novice researchers with the generic structure of standard case reports can be helpful in understanding medical case reports.

Contemporary EAP research and teaching academics constantly elaborate new and better methods and re-evaluate those in use to facilitate students’ academic growth. The article considers some options for teaching EAP to undergraduates highlighting the results of the experimental study conducted in the context of higher education in Russia and motivated by the researchers’ perceptions about university level students' difficulties in acquiring proficiency in academic English. The data for this paper comes from 192 undergraduates’ research project proposals. The approach offered is largely in line with traditions of the genre analysis and combines some novel features and conventional elements of the genre, product and process approaches. The innovations imply the use of recurring pattern phrases which are presented as sets of structural templates grouped in genre-based functional categories and organised around the framework of the project proposal.  The article analyses applicability and functionality of this complex methodology developed by the authors relying on criterion-referenced measurement of students’ writing performance by independent raters using analytic rating scales for assessment. The benefits of the methodology under discussion largely pertain to improvement in academic style and text organisation, and a learner-centred approach adopted helps students develop their own models for step-by-step writing project proposals. The findings of this study can have implications for EAP teaching practice in NNS educational settings.

Genre analysis as an area of great concern in recent decades, involves the observation of linguistic features used by a determined discourse community. The research article (RA) is one of the most widely researched genres in academic writing which is realized through some rhetorical moves and discursive steps to achieve a communicative purpose. This study aimed at proposing a model of generic patterns competence applicable in writing RAs in different English for Academic Purposes (EAP) disciplines. In so doing, a “qualitative meta-synthesis” (Walsh &Downe, 2005) approach was adopted as the research method. A meta-synthesis exercise was framed and the currently available literature on various models of generic moves suggested for the different sections of RAs was investigated. 391 relevant abstracts and 354 full papers were selected and screened and a number of 26 studies were appraised for final inclusion. Afterwards, a reciprocal translation was conducted to generate the latent themes and concepts in the general model. More specifically, a thematic coding strategy was applied for synthesizing the selected qualitative evidence. Then, different obtained themes and categories were synthesized to extract the major dimensionsof the model of RA generic competence. Finally, four super themes of generic competences were emerged including: RA abstract generic competence, RA introduction generic competence, RA methodology generic competence, and RA discussion generic competence. The new model can be a common frame of reference to guide the EAP researchers in understanding and following the appropriate generic structuresin producing an acceptable body of academic discourse to be published in highly prestigious journals.

Introduction functions as a showcase in research articles (RAs). It motivates the reader to read the rest of the paper. However, writing a well-crafted introduction is a complex task, mainly when the writer generates the manuscript in another language. This study investigated the rhetorical differences/similarities employed in the introductions of RAs published in Iranian and international ISI journals in Computer Sciences (CS) using Swales (2004) CARS model. Two sets of CS RAs (30 each) were randomly selected. Frequency and non-parametric tests were used to examine the differences between the two groups of introductions. The results indicated that M 1 S 1 (Generalizing the topic), M2 1A (Indicating the gap), M3 S1 (Describing the research), M3 S4 (Methods Summary), and M 3 S 6 (Stating research advantages) were used with high frequencies. M 2 S 2 (Announcing positive justification) was absent, and the others were in low preferences. Also, the Analysis illustrated a statistically significant variation between the introductions concerning the use of M3S7 (Demarcating the Research Organization). Findings support genre-based pedagogy in scientific writing classes to make the graduate CS students aware of these rhetorical structures conventional to introductions in CS RAs.

Research article abstract play a central role in enhancing the visibility of scientific work. As such, writing clear and informative abstract is of paramount importance for any academic discourse community. To contribute to the present body of research findings, the present investigation was conducted to explore the probable rhetorical differences between research article abstract sections across the two disciplines of English literature and translation studies with reference to Swales' (2004) CARS model, an issue, which has not been addressed to date. Precisely, the study sought to discover what rhetorical structures characterize the article abstract sections written by translation and English literature researchers. The corpus featured 100 abstracts from both disciplines published in international journals that were analyzed in terms of the aforementioned model to unravel their underlying rhetoric structure. Overall, analyses revealed no significant cross-disciplinary difference between the rhetoric structures of the two sets of corpora except in terms of Step 1A of Move 2 (Indicating a gap). Specifically, it was found that the translation studies and English literature abstracts more often provided a clear reference to the primary purpose, principal outcomes, and methodology. To conclude, the pedagogical and theoretical significance of the findings were discussed in light of relevant theory and available research evidence.

Following Swales’ (1981) definition of genre analysis many scholars have attempted to characterize good academic writing; however, this can be difficult and worrying for non-native writers. Since a well-written abstract encourages readers more effectively, the present study intended to find differences in the rhetorical structures of abstracts by TEFL students from the University of Tehran (UT) and Islamic Azad University of Gorgan (IAUG). To meet this end, 100 abstracts (50 abstracts by TEFL students from UT and 50 abstracts by TEFL students from IAUG) were randomly selected. Swales’ (1981) IMRD (Introduction, Method, Results and Discussion) and Swales’ (1990) CARS (Created A Research Space) models were employed to recognize the rhetorical structure of the abstracts. Then, the frequencies and sequences of moves and steps were calculated using chi-square to find the differences. The results revealed that there were significant differences between the abstracts by TEFL students from UT and IAUG. The findings indicated that TEFL students from IAUG followed the IMRD and CARS more than TEFL students from UT. The findings of this study have some pedagogical implications for both non-native writers and postgraduate students as well as English academic writing teachers and students.