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A Comparative Study on Rhetorical Structure of Articles Written by Iranian and English Native Scholars in Business Management | ||
| Journal of English Language Teaching and Learning | ||
| دوره 13، شماره 28، 2021، صفحه 95-111 اصل مقاله (616.17 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2021.47512.2428 | ||
| نویسندگان | ||
| Mohammadreza Ghanbari؛ Aram Reza Sadeghi* | ||
| Department of English language and linguistics, Faculty of Humanities, University of Semnan, Semnan, Iran | ||
| چکیده | ||
| The most effective means of directing attention to an article in the academic community is to publish it in credential journals, however, writing in English can be challenging for novice writers especially non-native speakers (NNS) of English. Thus, despite the ample research in some fields, there is a great need for studies comparing the rhetorical features together with move structure of sections of Research Articles (RA) written by native scholars with non-native (NN) scholars’ RAs to provide NN writers with academic writing patterns beside procedures needed for publishing in the field of Business Management. To this end, Hyland’s (2000) five-move model was employed for identifying rhetorical moves along with a “bottom-up” approach for realizing linguistic signals in the Abstract, Introduction and Conclusion sections of thirty articles from international and national journals. The study revealed correspondence of most international articles to Hyland’s move model, a tendency for writing informative Abstracts was apparent with the presence of all the moves in Introduction and Conclusion sections. Analysis of linguistic aspects of articles illustrated a striking difference in the use of language features between native and NN scholars. The findings of this study have some implications for people involved in genre analysis as well as teaching academic writing and material design. | ||
| کلیدواژهها | ||
| Rhetorical moves؛ Contrastive rhetoric؛ Genre analysis؛ Move analysis؛ TEFL | ||
| مراجع | ||
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