یاسر حدیدی

Given the unquestionable significance of academic discourse in knowledge sharing, the present study investigates research articles published in high-ranked journals in two disciplines of Applied Linguistics and Medical Sciences. Considering the fact that abstract sections in a research article are factual representations of the details of the paper, they are of great importance. Moreover, academic writers attempt to publish more valued and engaging articles using numerous writing norms, a well-known way of which is Nominalization. The study follows genre analysis design and includes a corpus of 30 research articles in Applied Linguistics and 30 articles in medical sciences, half by natives and half by non-natives published between 2015 and 2024. Meticulous analysis and article-to-article comparison indicated higher frequency of verbal nominalization in all sets of articles and no statistically significant difference between native and non-native academic writers in both fields. However, there was a considerable difference between the deployment of nominalization between the academic writers in applied linguistics and medical sciences, the former outperforming the latter group. It is believed that the results of this study will help English for Specific- and for Academic Purposes practitioners in the inclusion of more writing instruction practices in their curriculum.

EFL learners’ ability to use advanced and varied vocabulary is a crucial issue in writing performance. This study aimed to investigate the effect of writing task type on lexical diversity and sophistication. The relationship between lexical sophistication and lexical diversity in the narrative, argumentative, and descriptive task types written by upper-intermediate EFL learners was also explored. To this end, 70 EFL upper -intermediate learners, enrolled in advanced writing tasks, were selected as the participants. They undertook narrative, descriptive, and argumentative writing tasks in a counterbalanced way. Then, Vocabulary Diversity (Voc-D) and Measure of Textual Lexical Diversity (MTLD) were used to measure lexical diversity. Lexical sophistication was measured using CELEX log frequency and Beyond 2000 Words (K3+). The writings were pasted into Coh-Metrix measure MTLD, Voc-D, and CELEX. VocabProfiler was also used to measure K3+ of the writings. In lieu of the purposes of the study, the research design involved repeated measures and correlation. Using Multivariate Analysis of Variance and Pearson’s Correlation Coefficient, the findings revealed that lexical diversity varied significantly across the three writing tasks. The highest scores of MTLD and Voc-D belonged to the narrative, argumentative, and descriptive writing tasks, respectively. Moreover, EFL learners used more advanced words in argumentative task type according to the measurement of CELEX and K3+ level words. However, learners' lexical sophistication in narrative and descriptive writings did not emerge as significantly different when measured by K3+. The significant positive relationship between lexical sophistication and lexical diversity was evident in all three task types.

The roles and effects of changes in syntax on comprehension and processing effort, and the relationships between these two, comprise a large and separate field of inquiry, with the general belief now in place that such changes and variations bring about varied psycholinguistic and discursive implications for comprehension, manifesting themselves differently in different genres.The current study is a brief attempt at bringing out the differences in the complexity of the noun groups in two novels, one of which is a 19th century novel, Charlotte Bronte’s Jane Eyre, and the other is a 21st century one, Stephanie Meyer’s Twilight. Each novel was analyzed for the ten longest nominal groups used in them, representative also of the complexity inherently evidenced by a long nominal group. It turned out that there is little difference between the size of noun groups in the two novels. Thus, the added complexity and challenge in processing and comprehending 19th century prose fiction can be explained by the generic tendency in such genre towards the deployment of a higher rate of rank-shifted embedded structures in the noun groups and more varied qualifiers that employ more non-finite clauses as post-nominal qualification. There is need to look into processing difficulty and interpretation challenge posed by different literary genres for different groups of learners, because, in line with a now common SLA understanding, full and conscious comprehension, parsing and interpretation of syntactic components play a marked role in rich and native-like writing for learners.

From a Systemic Functional perspective, Grammatical Metaphor (GM) as is taken to be a chief driving force in the discourse of different genres, an important adult language machinery for ideational meanings to be semantically cross-mapped and realized through a different form in the stratum of the lexico-grammar, in order to convey changed meanings and tinker with the discursive flow and development of text in real time, mainly through nominalization of adjectives and verbs. Using a number of established works of the English novel as data, this study draws upon the author’s previous model for the categories of GM used in modern prose fiction, with the main focus placed on one of the six categories, Prepositional GM (PGM). PGM figures with a very high frequency in fiction and occurs when a GM is preceded by a preposition. This study finds that the language of prose fiction in English deploys some of these PGMsin either of two different meaning sof the adverbial, varying according to context. Again, as seen to be the hallmark of GM by many, GM is found to open up vast ideational meaning potentials in the semantics stratum, from which the lexico-grammar makes choices according to context and intended meaning. As argued elsewhere in the literature and here, and as backed up by the author’s own experience of the advanced teaching of writing and reading, broadened understanding of GM is a critically important component to writing instruction and its effectiveness, as seen in the large-scale horizons and agendas for effective teaching of English as a Foreign Language in Iran and beyond.

Emerging within Systemic Linguistics, Appraisal/Evaluation is a framework for analyzing the language of evaluation, providing techniques for the systematic analysis of evaluation and stance as they operate in whole texts and in groupings of texts. There are three systems in the Appraisal framework: Attitude, Engagement, and Graduation. This study sets out to analyze the use of the system of Engagement within a sample of English Literature (prose fiction) and the News (news articles). Engagement is a medium through which the speaker or the writer engages dialogistically with others (i.e., the addressees, within the process of evaluation). A corpus of 20,000 words was selected from each genre, involving five cornerstones of short fiction and a collection of news articles from CNN, Reuters, BBC, Daily Mail and Yahoo News. The study sheds light on the fact that both genres are strikingly close in using the four subsystems of Engagement, and both are inclined towards dialogic expansion, albeit for different generic reasons, with dialogic contraction taking a backbench. Appraisal as a whole is a promising model to explore texts in different genres, paving the way for richer more illuminating analyses of the interpersonal semantics operating in them.

The fallacy persists in discourse analysis research to explore lexicogrammatical phenomena detached from any adjacent plane of the meaning potential. In an attempt to dispel this and toss out some preconceived notions about what a modern SFG vantage point should involve, this study homes in on one aspect of SFG within prose fiction in particular, which is very revealing in terms of how separate system networks are actually in synergistic simultaneity, and how SFG allows one , phenomenally well, to bring such synergies out, getting to the heart of the fact that language pervasively operates on multiple planes of textuality simultaneously. Thus, building upon Halliday’s 2004 work, the quest is if it is interpersonally significant when the Residue is split into two parts; more importantly, if it is also laced with some lexicogrammatical quality on the textual plane, in light of the fairly well-entrenched assumption that there is always Theme at work when the Residue is split. Halliday is the only scholar to touch upon the topic of Discontinuous Residue and its relationship to Marked Theme in the culmination of his groundbreaking career, i.e. his 2004 work. Having driven home the proposal to make into a watchword the ubiquity of interlocking macro-semantic system networks, some pedagogical and research implications and suggestions flowing from this are brought up.