آمار
| تعداد نشریات | 43 |
| تعداد شمارهها | 1,253 |
| تعداد مقالات | 15,411 |
| تعداد مشاهده مقاله | 51,245,839 |
| تعداد دریافت فایل اصل مقاله | 14,253,987 |
Definitional Clarifications in the Introductions of PhD theses: A Genre-Based Analysis | ||
| Journal of English Language Teaching and Learning | ||
| مقاله 4، دوره 11، شماره 23، شهریور 2019، صفحه 57-93 اصل مقاله (584.46 K) | ||
| نوع مقاله: Research Paper | ||
| نویسنده | ||
| rajab esfandiari* | ||
| Assistant professor in applied linguistics at Imam Khomeini International University, Department of English Language, Faculty of Humanities, Qazvin, Iran | ||
| چکیده | ||
| PhD thesis introductions help student writers to discuss the significance of their study and establish how their study relates to and draws on previous research. The present study used a genre-based approach to examine one subsection in introductions of applied linguistics PhD theses. To that end, Iranian PhD thesis introductions were textually analysed. A researcher-made questionnaire, grounded on the responses from a semi-structured interview, was administered to Iranian applied linguists and PhD students to seek their opinions regarding how the subsection should be written. Frequency counts and statistical tests were used to analyse the data using SPSS (version 22). Results of genre analysis showed varying lengths, non-alphabetic ordering of the terms, and frequent uses of indirect quotations to organise the subsection. Results of textual analysis also revealed significant overlap between the terms in introductions and keywords in abstracts. The terms primarily derived from research questions. Results of questionnaire response analyses showed no statistically significant differences between the attitudes of applied linguists and PhD students. Implications of the study for PhD introduction thesis writing are discussed. | ||
| کلیدواژهها | ||
| Introductions؛ theses؛ textual analysis؛ genre-based approach | ||
| مراجع | ||
|
El-Dakhs, D. A. S. (2018). Why are abstracts in PhD theses and research articles different? A genre-specific perspective. Journal of English for Academic Purposes, 36(6), 48-60.
Babaii, E., & Taase, Y. (2013). Author-assigned keywords in research articles: Where do they come from? Iranian Journal of Applied Linguistics, 16(2), 1-19.
Basturkmen, H. (2012). A genre-based investigation of discussion sections of research articles in dentistry and disciplinary variation. Journal of English for Academic Purposes, 11(2), 134–144.
Bawarshi, A. S., & Reiff, M. J. (2010). Genre: An introduction to history, theory, research, and pedagogy. West Lafayette, IN: Parlor Press.
Becky, S., & Kwan, C. (2017). A cross-paradigm macro-structure analysis of research articles in information systems. English for Specific Purposes, 45(1), 14-30.
Belcher, D. D. (2006). English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study, and everyday life. TESOL Quarterly, 40(1), 133–156.
Bruce, I. (2009). Results sections in sociology and organic chemistry articles: A genre analysis. English for specific Purposes, 28(2), 105-124.
Bunton, D. (1998). Linguistic and textual problems in PhD and M.Phil theses: An analysis of genre moves and metatext (Unpublished PhD thesis), University of Hong Kong, Hong Kong.
Bunton, D. (2002). Generic moves in PhD thesis introductions. In J. Flowerdew (Ed.), Academic Discourse (pp. 57-75). London: Longman.
Cotos, E., Huffman, S., & Link, S. (2017). A move-step model for methods sections: Demonstrating rigour and credibility. English for Specific Purposes, 46(2), 90-106.
Crossley, S. (2007). A chronotopic approach to genre analysis: An exploratory study. English for Specific Purposes, 26(1), 4–24.
Dudley-Evans, T., & St. John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge: Cambridge University Press.
Flowerdew, J. (2002). Genre in the classroom: A linguistic approach. In A. Johns (Ed.), Genre in the classroom: Multiple Perspectives (pp. 91–102). Mahwah: Lawrence Erlbaum Associates.
Kanoksilapatham, B. (2015). Distinguishing textual features characterizing structural variation in research articles across three engineering sub-discipline corpora. English for Specific Purposes, 37(1), 74–86.
Kawase, T. (2015). Metadiscourse in the introductions of PhD theses and research articles. Journal of English for Academic Purposes, 20(), 114-124.
Liu, Y., & Buckinghum, L. (2018). The schematic structure of discussion sections in applied linguistics and the distribution of metadiscourse. Journal of English for Academic Purposes, 34(4), 97-109.
Moghaddasi, S., & Graves, H. A. B. (2017). Since Hadwiger’s conjection … is still open: Establishing a niche for research in discrete mathematics research article introductions. English for Specific Purposes, 45(1), 69-85.
Partridge, B. (2002). Thesis and dissertation writing: An examination of published advice and actual practice. English for Specific Purposes, 21(2), 125–143.
Soler-Monreal, C., Carbonell-Olivares, M., & Gil-Salom, L. (2011). A contrastive study of the rhetorical organization of English and Spanish PhD thesis introductions. English for Specific Purposes, 30(1), 4-17.
Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.
Swales, J. M. (2004). Research genres: Explorations and applications. Cambridge: Cambridge University Press.
Thompson, P. (2005). Points of focus and position: Intertextual reference in PhD theses. Journal of English for Academic Purposes, 4(4), 307-323.
Tseng, M-Y. (2018). Creating a theoretical framework: On the move structure of theoretical framework sections in research articles related to language and linguistics. Journal of English for Academic Purposes, 29(3), 82-92. | ||
|
آمار تعداد مشاهده مقاله: 673 تعداد دریافت فایل اصل مقاله: 570 |
||