Exploring Sub-Disciplinary Variations and Generic Structure of Applied Linguistics Research Article Introductions Using CARS Model
Subject Areas : آموزش زبان انگلیسیمحمودرضا عطایی 1 , پژمان حبیبی 2
1 - Tarbiat Moallem University, Tehran, Iran
2 - Tarbiat Moallem University, Tehran, Iran
Keywords: Research Article, Genre Analysis, Applied Linguistics, moves, Sub-moves, CARS model, Introduction,
Abstract :
This paper explores sub-disciplinary variations and generic structure of research article introductions (RAIs) within three sub-disciplines of applied linguistics (AL); namely, English for Specific Purposes (ESP), Psycholinguistics, and Sociolinguistics, using Swales’(1990) CARS model. The corpus consisted of 90 RAIs drawn from a wide range of refereed journals in the corresponding sub-disciplines. The results indicate sub-disciplinary variation in the structure of this genre in terms of Move 2 / step 1B that can be justified through the concepts of ‘established’ versus ‘emerging’ fields. The findings underline the need for further in-depth research into sub-disciplinary variation and generic structure of RAIs. The results also promise pedagogical implications for ESP/EAP practitioners, course administrators as well as material developers.
Anthony, L. (1999). Writing research article introductions in software engineering: How accurate is a standard model? IEEE Transactions on Professional Communication, 42, 38–46.
Brett, P. (1994). A genre analysis of the results section of sociology articles. English for Specific Purposes, 13(1), 47–59.
Burrough-Boenisch, J. (2003). Examining present tense conventions in scientific writing in the light of reader reactions to three Dutch-authored discussions. English for Specific Purposes, 22(1), 5–24.
Crookes, G. (1986). Towards a validated analysis of scientific text structure. Applied Linguistics, 7(1), 57–70.
Flowerdew, J. (2003). Signalling nouns in discourse. English for Specific Purposes, 22(2), 329–346.
Fredrickson, K. M., & Swales, J. M. (1994). Competition and Discourse Community: Introductions from Nysvenska Studier. In B. L.Gunnarsson, P. Linnel, & B. Nordberg, Text and talk in professional contexts (pp.9-22). Sweden: ASLA.
Hinkel, E. (2004). Tense, aspect and the passive voice in L1 and L2 academic texts. Language Teaching Research, 8(1), 5–29.
Holmes, R. (1997). Genre analysis, and the social sciences: an investigation of the structure of research article discussion sections in three disciplines. English for Specific Purposes, 16(4), 321–337.
Hopkins, A., and Dudley-Evans, T. (1988). A Genre Based Investigation of the Discussion Section in Articles and Dissertations. English for Specific Purposes,7(2), 113-121.
Hyland, K. (1999). Academic attribution: citation and the construction of disciplinary knowledge. Applied Linguistics, 20(3), 341- 367.
Hyland, K. (2000). Disciplinary discourses: Social interaction in academic writing. London: Pearson.
Moore, T. (2002). Knowledge and agency: a study of ‘metaphenomenal discourse’ in textbooks from three disciplines. English for Specific Purposes, 21(4), 347–366.
Myers, G. (1990). The Pragmatics of Politeness in Scientific Articles. Applied Linguistics, 10(1), 1-35.
Nwogu, K.N. (1997). The Medical Research Paper: Structure and Functions. English for Specific Purposes, 16 (2), 119-38.
Ozturk, I. (2007). The textual organization of research article introductions in applied linguistics: Variability within a single discipline. English for Specific Purposes, 26(1), 25–38.
Pickard, V. (1995). Citing previous writers: What can we say instead of “Say”? Hongkong Papers in Linguistics and Language Teaching, 18, 89-102
Posteguillo, S. (1999). The Schematic Structure of Computer Science Research Articles. English for Specific Purposes, 18 (2), 139-60.
Rowley-Jolivet, E. (2002). Visual discourse in scientific conference papers: a genre-based study. English for Specific Purposes, 21(1), 19–40.
Salager-Meyer, F.(1992). A text-type and move analysis study of verb tense and modality distribution in medical English abstracts. English for Specific Purposes, 11(2), 93-113.
Salager-Meyer, F.(1999). Referential Behavior in Scientific Writing: A Diachronic Study. English for Specific Purposes, 18(3), 279-305.
Samraj.B. (2002). Introductions in research articles: Variations across disciplines. English for Specific Purposes, 21(1), 1-17.
Samraj, B. (2005). An exploration of a genre set: Research article abstracts and introductions in two disciplines. English for Specific Purposes, 24(2), 141-156.
Soler, V. (2002). Analyzing adjectives in scientific discourse: an exploratory study with implications for Spanish speakers at advanced university level. English for Specific Purposes, 21(1), 145–165.
Swales, J. M. (1981). Aspects of article introductions. Birmingham, UK: The University of Aston, Language Studies Unit.
Swales, J. M. (1990). Genre analysis. Cambridge: Cambridge University Press.
Swales, J. M. (2004). Research genres: Explorations and applications. Cambridge: Cambridge University Press.
Swales, J. M., and Najjar, H. (1987). The Writing of Research Article Introductions. Written Communication, 4(2), 175-192.
Thompson, D. K. (1993) Arguing for experimental “facts” in Science. Written Communication, 10(1),106-128.
Thompson, P. (2000). Citation Practice in PhD Theses, In L. Burnard & T. McEnery (Eds.), Rethinking language pedagogy from a corpus perspective (pp. 91-101). Frankfurt: Peter Lang.
Thompson, P. and Tribble, C. (2001). Looking at citations: Using corpora in English for academic purposes. Language Learning & Technology, 5(3), 91-105.
Thompson, G., & Ye, Y. (1991). Evaluation in the reporting verbs in academic papers. Applied Linguistics, 12(4), 365–381.
Vassileva, I. (2001). Commitment and detachment in English and Bulgarian academic writing. English for Specific Purposes, 20(1), 83–102.
Williams, I. A. (1999). Results sections of medical research articles: analysis of rhetorical categories for pedagogical purposes. English for Specific Purposes, 18(4), 347–366.
Yang, R., & Allison, D. (2003). Research articles in applied linguistics: Moving from results to conclusions. English for Specific Purposes, 22(4), 365-385.