مطالب مرتبط با کلیدواژه

academic writing


۱.

Task-Based Creative Writing through Visual Advertisement: A Change of Attitude(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۶, No. ۲, ۲۰۱۴

کلیدواژه‌ها: academic writing creative writing visual advertisement writing attitudes

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Almost little is known about creative writing. In this research, creative writing has been introduced as an alternative to academic writing. The aims were to introduce creative writing as an alternative to academic writing to boost the participants’ attitude towards writing in general. The participants were 32 senior university students studying English Translation at Islamic Azad University, Tehran. The study includes two phases: quantitative and qualitative. For the quantitative phase, the participants were given a questionnaire so that the researchers could measure their attitudes about writing. Then, a creative writing pretest was administered, followed by a posttest to see to what extent the treatment could help the participants improve their writing skill. For the qualitative phase, a videotaped oral interview with the participants was closely examined to find out about the participants’ attitudes towards writing. The means of the pretest and posttest indicated a three-fold increase in the scores after the treatment was over. The oral interview, furthermore, showed that most participants had a negative attitude towards creative writing. It was finally concluded that creative writing might be considered as a useful asset in academic contexts, expected to alleviate the negative attitude of learners towards writing to feel more confident.
۲.

Nominalization in the Writing of Novice vs. Experienced Members of Academic Communities: A Comparative Discourse Analysis(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۷, No. ۲, ۲۰۱۵

کلیدواژه‌ها: Research Articles Nominalization academic writing novice writers established writers

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The language register used in academic communities has the special features of density, complexity, and abstractness which are associated with nominalization with which new members of the communities might not be familiar. To explore the possible distance between novice and established members regarding their awareness of this grammatical feature, the present study investigated the employment of nominalization in the writings of Iranian graduate students (both MA and PhD students) and experienced figures in applied linguistics. Forty five research articles in the discipline by the three groups of writers served as the corpus of the study. A rigorous analysis began by identifying and outlining nominalization instances manually through and per all rhetorical sections of the articles. The occurrences of the two types of nominal expressions was counted and normalized. So as to detect the possible significant differences between the samples, chi-square tests were run. The results revealed that the experienced writers used significantly more nominalization in their writings. However, although the total nominal expressions used in MA texts were more than those used in PhD texts, the difference turned out not to be significant. There were also similarities and variations in the ranking patterns of the two types of nominalization in four rhetorical sections of the three groups of the articles. It can be concluded that the differences might reflect the distance between the novice and the established authors regarding their awareness of the importance of nominalization in academic writing. The implications of the study for EAP courses were also discussed.
۳.

A Multimodal Approach toward Teaching for Transfer: A Case of Team-Teaching in ESAP Writing Courses(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), No. ۴ , Winter ۲۰۱۶

کلیدواژه‌ها: Multimodality academic writing ESAP learning transfer team-teaching

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This paper presents a detailed examination of learning transfer from an English for Specific Academic Purposes course to authentic discipline-specific writing tasks. To enhance transfer practices, a new approach in planning writing tasks and materials selection was developed. Concerning the conventions of studies in learning transfer that acknowledge different learning preferences, the instructional resources were designed to be multimodal to engage all participants in construing the principles of academic writing. To promote the relevance of writing practices and their transferability to future professional settings and to ensure the success of the multimodal presentations, a practice of team-teaching between the English Language and content lecturers was rigorously embraced. A sample population of 28 postgraduate medical students from Jondi Shapur University of Medical Sciences in Ahvaz participated in this research. The data were collected through interviews and writing samples throughout a whole semester and were subsequently analyzed both quantitatively and qualitatively based on James' (2009) checklist of writing outcomes. The results indicated that the instruction did stimulate transfer from the course to the authentic tasks notably in the skills associated with organization and language accuracy; however, the transfer of some outcomes appeared to be constrained particularly the use of punctuation marks. Implications of the findings for theory, practice, and future research in discipline-specific writing practices are discussed.
۴.

Tracing Metadiscursive Stance over Time and Across Disciplines: A Comparative Study of English Research Articles(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۵, No. ۱, June ۲۰۱۶

کلیدواژه‌ها: Metadiscourse Research Articles Stance academic writing discipline

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Research in academic writing has revealed a strong tendency on the part of writers to interactively communicate their scientific findings with their readers. In doing so, the writers should take a position while arguing their propositions. This interaction as proposed by Hyland (2005b) takes places having two sides of stance and engagement. This study targeted the stance component of writer-reader interaction by integrating Hyland’s (2005b) and Hyland and Tse’s (2005a) frameworks to survey lexical and grammatical stance markers in the major subsections of English research articles in anthropology, education, horticulture, and zoology. The corpus included 240 English research articles published during two periods, namely, 1990 and 2010; 60 from each field, 30 articles from 1990 and 30 from 2010 yielding a total number of 1,270,021words. The findings suggested that stancetaking is a common feature of academic writing in the sampled disciplines regardless of the nature of the discipline. Also, hedges ranked first on the list of frequency count. Furthermore, there was a decreasing pattern in the use of stance markers highlighting a convergence among the scholars of the fields with respect to the totality of the facts established day by day. Then, some implications are drawn with plausible applicability in academic writing and EAP syllabus design.
۵.

Interactional Metadiscourse in the Writings of Novice vs. Established Members of Academic Communities(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۲, Fall & Winter ۲۰۱۸ 63 - 86

کلیدواژه‌ها: interactional metadiscourse academic writing novice writers established writers Research Articles

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Novice academic writers, particularly Iranian graduate students (IGSs), upon entering an academic community, are hypothesized to face probable difficulties in practicing rhetorical expectations set by the experienced (EXP) members, hence, not being able to write in a way acceptable to these professionals. To explore the probable rhetorical distance between them, this study investigated the employment of interactional metadiscourse markers (IMMs) in the writings of IGSs (MA and Ph.D.) and EXP figures in Applied Linguistics. 120 recent research articles (RAs) served as the corpus of the study. Drawing on Hyland’s (2005) model of metadiscourse, all occurrences of the five types of IMMs were functionally identified, and compared. To detect any possible significant differences between the corpora, Chi-square tests were run. The results indicated that the IGSs used far less IMMs than the EXP ones in their RAs. However, the general pattern of their metadiscourse use was similar to the EXP writers’. It can be concluded that although the IGSs are relatively aware of general rhetorical framework of the genre based on IMMs, they seem to be far away from the rhetorical standards set by the established members of the discipline. Finally, the possible justifications and implications of the study were presented.
۶.

A Comparative Analysis of Epistemic and Root Modality in Two selected English Books in the Field of Applied Linguistics Written by English Native and Iranian Non-native Writers(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۰, No.۲۱, Fall & Winter ۲۰۱۷ 143 - 158

کلیدواژه‌ها: academic writing Discourse analysis epistemic modality root modality

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Academic discourse has always been the focus of many linguists, especially those who have been involved with English for Academic Purposes (EAP) and discourse analysis. Persuasion, as part of rhetorical structure of academic writing, is partly achieved by employing modality markers.  Adopting a descriptive design, the present study was carried out to compare the use of modality markers in terms of frequency and their categorical distribution in two academic books, written in English, in the field of Applied Linguistics by native English and non-native Iranian authors.  Quirk, Greenbaum, Leech, and Svartvik’s (1985) model of modality was employed as an analytical framework to identify the type of modal verbs. The frequency of different types of modal verbs was calculated per 100000 words and the significance of difference in their distribution was checked through Chi-square nonparametric inferential statistics. The results of the statistical analyses did not show any significant difference in the overall distribution of modality (both epistemic and root) markers.  However, significant differences were observed in the categorical distributions of modal verbs in two corpora. The results were attributed to the non-native writers’ lack of awareness of the conventional rules of English rhetoric, and the lack of explicit instruction in this field. The findings could offer pedagogical implications for those involved in syllabus design and materials development in general and English writing courses in particular.
۷.

A Comparative Study of Actual and Perceived Academic Competence of Iranian EAP Postgraduate Students

نویسنده:
منبع: Research in English Education Volume ۴, Issue ۱ (۲۰۱۹) 47-68

کلیدواژه‌ها: academic writing actual competence EAP postgraduates Perceived Competence Research Articles

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Academic writing is a major concern for many university students. Despite extensive literature on students’ academic writing, little attention has been focused on students’ writing experience and practice in higher education. To fill this gap, the present study compared actual and perceived academic writing competence of postgraduate students who were enrolled in English for Academic Purposes (EAP, hereafter) courses. First, measures of actual and perceived academic writing competence were developed and validated in Phase 1, using a separate sample of EAP postgraduate students ( n = 391) in Ilam province, Iran. Phase 2 examined postgraduate students’ academic writing competence perceptions and the ways through which their perceptions might have differed from their actual academic performance. Then the developed measures of actual and perceived academic writing competence, which exhibited acceptable reliability and good model-data fit, were distributed among a sample of 210 EAP postgraduate students from nine different academic fields. The results of data analysis revealed significant differences in perceptions and actual academic practices of students across different academic fields of study.
۸.

Nominalization in Academic Writing: A Cross-disciplinary Investigation of Physics and Applied Linguistics Empirical Research Articles(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۰, No. ۲, ۲۰۱۸ 83 - 118

کلیدواژه‌ها: academic writing Nominalization Research Articles Systemic functional linguistics Physics Applied linguistics

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<span>The present study aimed to explore how nominalization is manifested in a sample of Physics and Applied Linguistics research articles (RAs), representing hard and soft sciences respectively. To this end, 60 RAs from discipline-related professional journals were randomly selected and analyzed in light of Halliday and Matthiessen’s (1999) taxonomy of nominalization. Comparing the normalized frequencies indicated that articles in Applied Linguistics differ significantly from their counterparts in Physics as they include more nominalized expressions. Moreover, the analysis brought out the findings that deployment of nominalization Type Two is significantly different from the other three types of nominalization in each discipline. Subsequently, the obtained expressions were put into their context of use in order to extract the most prevalent patterns of nominalization in the RAs. The investigation into the embedded patterns introduced 15 common patterns for Physics and Applied Linguistics RAs. Chi-square analyses suggested statistically significant differences in using only four patterns. Finally, implications accrue to the findings in reference to academic writing teachers and course designers.</span>
۹.

Lexical Bundles in English Abstracts of Research Articles Written by Iranian Scholars: Examples from Humanities(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۰, No. ۲, ۲۰۱۸ 149 - 174

کلیدواژه‌ها: Lexical Bundles Formulaic Expressions Recurrent Expressions Corpus Linguistic academic writing

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This paper investigates a special type of recurrent expressions, lexical bundles, defined as a sequence of three or more words that co-occur frequently in a particular register (Biber et al., 1999). Considering the importance of this group of multi-word sequences in academic prose, this study explores the forms and syntactic structures of three- and four-word bundles in English abstracts written by Iranian scholars in three disciplines; business studies, history, and linguistics. Applying a frequency-based approach suggested by Biber et al. (1999), the data were drawn from a corpus consisting of 660 English abstracts of research articles published by various leading academic journals. As regards syntactic structure, the structural characteristics of the lexical bundles were first explored through careful analysis and then classified using a modified version of Biber et al.’s (1999) structural framework. The study also compares the forms, frequencies, and structures of the lexical bundles in the corpus to those found in Hyland’s (2004) research article corpus. This comparison shows that not only are there relatively large differences between the two corpora in the forms and frequencies of bundles employed, but also there are some discrepancies in terms of distribution of the different structural types and tokens.
۱۰.

Scaffolding ESL Tertiary Students’ Challenges with Essay Genre: A Systemic Functional Linguistics Perspective

نویسنده:
منبع: Research in English Education Volume ۴, Issue ۴ (۲۰۱۹) 55-69

کلیدواژه‌ها: academic writing Argumentative writing essay genre second language writing Systemic functional linguistics

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Essay genres are often employed to assess learning at higher education. Students are sometimes required to write essay in examinations and assignments. The expectations of assessors in writing essays are students’ ability to present analytical and reasoned arguments and to engage with alternative viewpoints. In fact, in evaluating essays, assessors consider the extent to which a student is able to meet these expectations. However, students may have challenges meeting these expectations and instructors, particularly instructors in the discipline, may not be prepared to provide students with an explicit linguistic description of how these expectations are met. Thus, this study draws from Systemic Functional Linguistics (SFL) to scaffold students’ challenges in meeting the expectations of essay genre. In fact, it uses Dreyfus et al’s (2010) 3 x 3 linguistic toolkit to analyze essays written by postgraduate students in the department of English at one university in India. The 3 x 3 linguistic toolkit is used to zoom in student’s challenges in controlling the resources of SFL’s three metafunctions (ideational, interpersonal, and textual) at the level of whole text, paragraph, and sentence. After the analysis, the findings revealed that students face challenges controlling the resources of the three modes of meaning at all levels. These challenges include difficulties in grammar, lexical choices, punctuation, following expected organization, answering the question, the use of signposts to create a coherent text, and the use of engagement resources to develop a consistent argument. This study has implications for teaching and assessing academic writing.
۱۱.

A Typology of Supervisor Written Feedback on L2 Students’ Theses/Dissertations(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Linguistics (IJAL) Vol. ۲۱, No. ۲, September ۲۰۱۸ 43-87

کلیدواژه‌ها: academic writing Feedback second language writing Supervisor feedback

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The present study aimed at providing a typology of Iranian supervisors’ written feedback on L2 graduate students’ theses/dissertations and examining the way different speech functions are employed to put the supervisors’ thoughts and feelings into words. In so doing, a corpus of comments, including 15,198 comments provided on 87 TEFL theses and dissertations by 30 supervisors were analyzed. We employed an inductive category formation procedure to form the typology of comments, and followed a deductive procedure to put the comments into the three categories of expressive, referential, and directive speech functions. The findings showed that supervisors provided seven main categories of comments on theses and dissertations: grammar and sentence structure, content, method, organization, references, formatting, and academic procedures. Furthermore, the findings indicated that supervisors employed comments with different patterns and for different purposes on MA and PhD students’ texts.
۱۲.

Exploring Phrasal Complexity Features in Graduate Students’ Data Commentaries and Research Articles(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۴, Fall & Winter ۲۰۱۹ 115-153

کلیدواژه‌ها: Phrasal Complexity Features (Pre/post) modifiers Data commentary Research Article academic writing

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The present study aimed at exploring phrasal complexity features in data commentaries produced by graduate students and in research articles written by expert writers. To this end, 25 empirical RAs in the field of Applied Linguistics and 158 data commentaries generated by graduate students of English Language Teaching were comparatively examined. The results revealed that students approximated expert writers in terms of producing two linguistic features (i.e., N+N structures and nominalizations). However, they differed significantly from expert writers in generating four linguistic elements (i.e., attributive adjectives, appositive structures, of -genitives, and PPs as noun post-modifiers). The results also revealed that expert writers’ texts comprise varied presence of exceedingly complex patterns of pre-modification, triple/quadruple/quintuple (pre)modification, a hybrid of novel appositive structures, and multiword hyphenated adjectives. Conversely, graduate students’ language could be characterized by less variety, single/dual (pre)modification, a far less extensive range of noun-participle compounds functioning as nominal pre-modifiers, linguistically limited complex modifications, and minimally multifarious patterns of use associated with N+N formulations. Overall, the findings can give fresh insights into the needs of the L2 student writers in developing an academic text.
۱۳.

Development and Validation of an Authorial Identity Model and Questionnaire: A Factor Analytic Approach(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۸, No. ۲, ِDecember ۲۰۱۹ 243 - 273

کلیدواژه‌ها: academic writing authorial identity questionnaire

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From when the black box of authorial identity has been unpacked, the paucity of authorial identity model on the basis of a comprehensive theoretical framework addressed the need to establish a robust one (Cheung, Stupple, & Elander, 2015). The current study was comprised of three main phases including hypothesizing a model of authorial identity, developing and validating a questionnaire based on the model and finally testing the model based on the questionnaire data. The participants, including M.A. and PhD students, were 30 for initial piloting, 60 for reliability estimation, 140 for exploratory factor analysis, and 175 for confirmatory factor analysis. At first, drawing on Ivanič’s (1998) model of writer identity and Prior’s (2001) ways of classifying voice, reviewing the related literature, and consulting with a cadre of experts, a model of authorial identity was proposed. Secondly, a questionnaire was developed and validated based on the hypothesized model. The reliability of the questionnaire, estimated through Cronbach’s alpha, was 0.73. Following that, exploratory factor analysis identified four components, namely authorial voice and identity, authorial persona, authorial background, and authorial style. Ultimately, SEM was run using AMOS in the confirmatory factor analysis phase to test the model. The results of this multi-phase research are presented and discussed for underlining the key role of authorial identity in academic writing for both novice and professional academicians.
۱۴.

Analysis of Citation Verbs in EFL Academic Writing: The Case Study of Dissertations and Theses at the University of Dar es Salaam, Tanzania(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۱, No. ۲, ۲۰۱۹ 141-164

کلیدواژه‌ها: EFL academic writing Citation Verbs

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This study was an analytical account of EFL postgraduate learners’ use of verbs in citing other scholars in their own writing. Particular interest was differing extents of these verbs as categorised by Myer (1997), namely verbs representing a statement of scholarly writing, verbs communicating knowledge of scholarly writing, and verbs denoting cognition of scholarly writing, each of which has subcategories. To achieve this, 40 postgraduate dissertations and theses by the University of Dar es Salaam students were purposively selected. From these citation verbs from the introduction and literature review chapters were posted to the Microsoft Excel sheets and frequencies of occurrences were computed for each verb before assigning them to their relevant categories. The findings indicate the predominance of verbs of cognition of scholarly writing (notably perception and interpretation verbs) followed by those denoting knowledge of scholarly writing (notably procedural verbs). The least used category was verbs belonging to a statement of scholarly, especially inclusive verbs with only 10 instances of occurrence.
۱۵.

Hedges in English for Academic Purposes: A Corpus-based study of Iranian EFL learners

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۸, Issue ۳۳, Winter ۲۰۲۰ 115-129

کلیدواژه‌ها: academic writing Corpus Builder Software hedges Iranian corpus of learner English learner corpora

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Hedges, as tools to express tentativeness and doubt, have been studied in plenty of research papers in the Iranian EFL research setting. However, their use in a learner corpus, portraying Iranian learner English, is in need of more research attention. With this end in view, this study aimed at investigating how Iranian EFL learners who have majored in English-related fields in Iran deployed hedges in their academic, expository essays. This study was conducted through running the corpus analysis software MonoConc Pro-Semester version 2.2 on the electronically compiled Iranian Corpus of Learner English, totaling 436,035 words. Automatic and manual analyses suggested that hedges comprised only 7.4% of the total metadiscourse in the Iranian Corpus of Learner English, with 0.68 occurrences per 1,000,000 words. In a comparable native corpus, a sub-corpus of the British Academic Written English, hedges were used with 1.43 occurrences per 1,000,000 words (21% of the total metadiscourse in the corpus). Log-likelihood statistical analysis confirmed statistically significant differences between the two corpora in terms of the use of hedges, with underuse of hedges in the Iranian academic, expository essays relative to the English natives’ essays. Implementations of the results for English academic writing instruction including genre-based, explicit teaching of hedges through data-driven techniques with the aid of tools such as AntConc software and corpora such as the BAWE are considered.
۱۶.

Coding Stance through it bundles: The case of applied linguistics

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۳, Issue ۱۰, Summer ۲۰۱۵ 10 - 23

کلیدواژه‌ها: anticipatory it bundles stance expressions academic writing Research Articles

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The study of linguistic devices variously referred to as stance expressions is one of the best means by which the relationship between the writer, the reader, and propositional meaning could be examined. This paper looks at a particular structural group of lexical bundles encoding stance expressions. These are bundles starting with an anticipatory it followed by is, a predicative adjective and finally ending with infinitival to or complementizer that (e.g. it is important to, it is possible that). The use of these bundles is compared in three corpora of research articles, doctoral dissertations, and master theses in the discipline of applied linguistics to explore possible generic variations and identify possible differences between published students writing. Using Hewings and Hewings's functional typology of interpersonal roles of it clauses (2002), this group of bundles is found to have three stance expressions of hedging, marking attitude, and stressing emphasis. The major difference is discovered to be between students' genres and research articles, with the former drawing less in their expression of interpersonal meanings. The differences are accounted for by referring to generic expectations, and students' growing disciplinary identity. The findings of the study have some implications for academic writing.
۱۷.

Functional analysis of Subject and Verb in Theses Abstracts on Applied Linguistics

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۵, Issue ۱۹, Autumn ۲۰۱۷ 25 - 36

کلیدواژه‌ها: academic writing thesis grammatical subject verb Genre

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The purpose of the present study is to analyse abstracts related to Applied Linguistics, and more precisely the discourse functions of grammatical subjects and verbs. The corpus consisted of 50 PhD thesis abstracts written on the subject of Applied Linguistics. All of the abstracts were written from 2010 to 2014. The theses from which the abstracts were extracted are available in the ProQuest database. Based on the model put forth by Swales and Feak (2004), the elements of the abstracts were identified. In accordance with Ebrahimi (2014), frameworks were used to analyse discourse functions, while the realisation of grammatical subjects and verbs was analysed for tense types. The results revealed that the “introducing part of study” and “research-related objects” were the predominant types of grammatical subjects. Indeed, these performed more discourse functions in Applied Linguistics PhD thesis abstracts compared with other grammatical subject types. The results also indicated that simple past tense was predominant in aim, method, and results sections, while the simple present was predominant in the background and conclusion sections.
۱۸.

Speech-like Pragmatic Markers in Argumentative Essays Written by Iranian EFL Students and Native English Speaking Students

نویسنده:
منبع: International Journal of Foreign Language Teaching & Research, Volume ۶, Issue ۲۱, Spring ۲۰۱۸ 133 - 145

کلیدواژه‌ها: Pragmatic markers speech-like pragmatic markers academic writing argumentative essay

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In this study, the use of speech-like pragmatic markers in Iranian EFL students’ academic writing was investigated. Speech-like pragmatic markers, such as I think, well, I guess, actually, anyway, anyhow, etc. are linguistic components that are more specific to conversation than writing, and writers may wrongly include them in their academic writing. To examine the students’ use of speech-like pragmatic markers when writing an essay, samples of Iranian students’ and English native students’ argumentative essays were analyzed using Contrastive Interlanguage Analysis (CIA). Moreover, the overuse or underuse of such items was compared between English native students and Iranian EFL students. Native English data were collected from the Louvain Corpus of Native English Essays (LOCNESS) and non-native English data were gathered from Iranian students’ essays during an academic semester from Islamic Azad University of Najafabad, Islamic Azad University of Abadan and Shahid Chamran University of Ahvaz in Iran. Iranian participants were 71 EFL upper-intermediate (based on the Oxford Placement Test) graduate students that were selected randomly from male and female students. A frequency analysis of pragmatic markers indicates significant differences between Iranian students’ and English native students’ use of speech-like pragmatic markers. Quantitative analyses of the non-native corpus data revealed that students apply these spoken components in their argumentative essays, which may adversely affect their text in terms of a correct style and tone. By investigating the results, the language teachers and materials writers are recommended to recognize the features of Iranian English students’ interlanguage and to provide them with planned input about appropriate use of pragmatic markers.
۱۹.

A Logogenetic Delve into Attitudinal Meanings in Native vs. Non-Native Discussion Section of Research Articles

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۷, Autumn ۲۰۲۱ 65 - 81

کلیدواژه‌ها: academic writing Appraisal Theory attitude affect appreciation evaluative language Judgement Logogenetic Approach

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Using evaluative language has been considered as the significant predictor of academic writing success in second and foreign language research. Such an importance paved the way for the current study to investigate the use of the APPRAISAL tool, namely ATTITUDE resources, in the research articles (RAs) written by native (N) and non-native (NN) writers, focusing on the discussion sections. A qualitative corpus selection resulted in choosing 30 RAs written by American writers and 30 authored by Iranian writers. Two coding schemes were used: one for discussion boundaries based on Kanoksilapatham’s (2005) discussion move structure, and the modified version of APPRAISAL theory (Xu, 2017) for identifying attitudinal resources. The corpus analysis revealed that academic writers preferred to use a great number of inscribed ATTITUDE resources, that is, APPRECIATION tools compared to JUDGMENT. There was also a significant difference between N and NN sub-corpora in using attitudinal resources, highlighting that the language of N RAs contained more authorial stance of ATTITUDE compared to NN sub-corpus. However, the use of idioms as evoked ATTITUDE was found to be frequently applied by NN authors. The findings of the study contributed to the significance of using evaluative language in academic writing through which the writers can make a dialogic interaction with readers and enhance their critical stance by involving them in the argument.
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Academic Writing Courses in Applied Linguistics Master's Programs Through Student-instructor Lenses: Avenues for Improvement(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۴۰, Issue ۴, fall ۲۰۲۱ 1 - 33

کلیدواژه‌ها: academic writing genre literacy Needs perspectives Research Article status quo

حوزه های تخصصی:
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The importance of incorporating graduate students' needs into academic writing courses has established a good reputation in EAP/ESP research. In addition, writing and publishing research articles (RA) is a universally established benchmark for students' academic flourish. The present study examines the status quo of academic writing courses in graduate programs to determine the extent academic writing needs of Applied Linguistics students, mainly RA writing needs, are addressed and practiced in the course. Drawing insights from the literature on academic writing, we developed two similar interview protocols for graduate students and course instructors to capture these key stakeholders' retrospective views on the course. We found that the course mainly focuses on proposal/thesis writing, not regarded as a critical need based on students' perspectives. Moreover, both students and instructors echoed the importance of RA writing as a significant area to be covered while emphasizing the need to integrate RA genre literacy into classroom practices. In this paper, we call for the reconsideration of students' primary needs in designing and running graduate writing programs and suggest that RA writing with a genre-based orientation become an instrumental component of academic writing courses in English as an Additional Language context (EAL).