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

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 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.

Nonnative English speaking (NNES) writers seeking to publish the results of their studies in international English-medium journals may find it challenging because of unfamiliarity with the genre conventions of research articles (RAs). The goal of the present study was twofold: (a) to identify the moves and steps characterizing the discussion section of RAs and (b) to investigate the differences in the use of moves and steps employed by English Writers (EWs) and Iranian Writers (IWs). To these ends, an English Corpus (EC) composed of 50 RAs written by EWs, and an Iranian Corpus (IC), including 50 RAs written by IWs were developed. Drawing on Swales’ moves analysis, this genre-based study used corpus data for genre analysis. The data were quantitatively and qualitatively analyzed. A series of one-way chi-square procedures was used to analyze the frequency data quantitatively. For qualitative analysis, corpus data were content analyzed to identify moves and steps. A list of moves and steps, including six moves and 10 steps of the discussion section of RAs was proposed based on the analysis of 100 English RAs representing five core subfields. The results showed statistically significant differences in using one of the moves and several steps between EWs and IWs. Unlike EWs, IWs mostly failed to use all steps to linguistically textualize and manifest the overall function of a particular move. The study concludes with some implications for English for specific purposes (ESP) practitioners.

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.

Writing academic research article is one of the most important endeavors through which the writer can contribute his own knowledge and create a voice among the members of disciplinary community. Exploring the linguistic features which are used to identify the rhetorical structures of academic research articles is of value to have a clearer view of this widely practiced genre. The present research investigates the use of formulaic clusters as a type of linguistic feature in writing research article conclusions by non-native writers. A corpus of 200 research article conclusions written by Iranian L2 users in the field of applied linguistics was compiled and the most frequent four-word formulaic clusters were identified and categorized structurally in the corpus. Then, the identified bundles were classified based on the communicative purpose they serve in each move and step of the conclusions following Yang and Allison’s (2003) move organization of research article conclusions. Findings demonstrated that L2 writers relied heavily on the use of specific formulaic bundles to perform the communicative functions associated with the moves and steps. The largest number of clusters was used to show Move 1, Summarizing the study and the least bundles occurred in Move 2, Evaluating the study.