1. Applied Linguistics (Language Teaching and Learning)
Shahla Nazeri; Davoud Amini; Farzad Salahshoor
Abstract
“Code-Switching”, an important issue in the field of both language classroom and sociolinguistics, has been under consideration in investigations related to bilingual and multilingual societies. First proposed by Haugen (1956) and later developed byGrosjean (1982), the termcode-switching ...
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“Code-Switching”, an important issue in the field of both language classroom and sociolinguistics, has been under consideration in investigations related to bilingual and multilingual societies. First proposed by Haugen (1956) and later developed byGrosjean (1982), the termcode-switching refers to language alternation during communication. Although code-switching is unavoidable in bilingual and multilingual contexts, its role and motivational determinants in language classes are sometimes ignored. The goal of the present article was to investigate the motivational determinants of classroom code-switching in EFL classrooms. The research was conducted with 400 participants, including 374 students and 26 teachers. The data collection techniques included questionnairesand observation checklist, all of which were designed based on Hymes’ (1962) framework and Poplack’s (1980), Myers-Scotton’s (1989), Blom and Gumperz’s (1972), and Gumperz’s (1982) categorizations. The data were analyzed through the software SPSS (Version 20). The results revealedthat providing the listener with better understanding, clarification, and checking comprehension are the most important motivational determinants for codeswitching.
2. Applied Linguistics (Inspirations from neighbor disciplines)
Farzad Salahshoor; Parya Afsari
Abstract
This study is a corpus-based study of interactional metadiscourse in natural and social science master theses. For this purpose, 30 natural and social science master theses in six disciplines were randomly selected out of the library of five universities. Five master theses were selected in each discipline, ...
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This study is a corpus-based study of interactional metadiscourse in natural and social science master theses. For this purpose, 30 natural and social science master theses in six disciplines were randomly selected out of the library of five universities. Five master theses were selected in each discipline, in a period of six years (2010-2016).This study analyzed only the discussion and conclusion sections of master theses. To investigate interactional metadiscourse, Hyland’s (2005) classification was used. The results of this study demonstrated that the percentile proportion of total interactional metadiscourse markers in social science master theses was more than natural science master theses. Among the analyzed resources, hedges was the most frequent role in both corpora while attitude markers in social science and self-mention in natural science was the least favored role. The results of the present study suggested that being aware of interactional metadiscourse markers can shed light on the way of writing of academic texts because these markers help writers to negotiate with their readers and make the text more comprehensible and coherent. The results of the present study might offer pedagogical implication of this aspect of metadiscourse for postgraduate students.
Farzad Salahshoor; Hamideh Baggali; Bahram Behin
Abstract
Bakhtin's dialogism respects differences and appreciates dialogue. Different fields of the humanities are increasingly apprehending dialogism; however, few studies have applied it in the realm of critical discourse analysis. The present study presupposes that a fundamental similarity exists between ...
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Bakhtin's dialogism respects differences and appreciates dialogue. Different fields of the humanities are increasingly apprehending dialogism; however, few studies have applied it in the realm of critical discourse analysis. The present study presupposes that a fundamental similarity exists between dialogism and critical discourse analysis in their respect for different human voices to be heard. To present a study embracing dialogism in the given field, this research analyzed Martin Luther King's "I Have a Dream" and Malcolm X's "The Ballot or the Bullet", as two leading political speeches in the history, using two master concepts of dialogism, self and other, in line with utterance, polyphony, centripetal and centrifugal forces and architectonics. The results showed that the explored political utterances were the locus of struggle between centrifugal and centripetal forces through which self-other architectonics in "The Ballot or the Bullet" appeared primarily in the form of binary opposition and relative dominance of one voice; in contrast, the architectonics in "I Have a Dream" showed various examples of polyphony and reconciliation of the voices. The domination of a single voice in the former and plurality of the voices in the latter yielded the speech utterances respectively as the monologic and dialogic utterances where covert maintenance of power in monologism, in contrast to dialogism, can serve the aim of critical discourse analysis to study the relation between discourse and power.
Farzad Salahshoor; Mahnaz Sharifi
Abstract
The notion of genre has received a great deal of attention both in discourse analytic studies as well as in the field of ESP/EAP course design. The present paper has attempted to use genre analysis to account for the rhetorical features of research article introductions written by Iranian academics in ...
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The notion of genre has received a great deal of attention both in discourse analytic studies as well as in the field of ESP/EAP course design. The present paper has attempted to use genre analysis to account for the rhetorical features of research article introductions written by Iranian academics in two disciplinary fields of Education and Economics. The corpus comprised 40 research article introductions (20 from Education, 20 from Economics fields). Applying John Swales’ (1990) CARS model and based on the notions of generic move, and step, our analysis showed a high degree of compatibility between our data and Swales’ model. The only marked difference was that the frequencies of occurrence of moves 1 and 2 were significantly higher than that of move 3. Some minor differences were also identified and discussed. The findings may be of some value both to contrastive rhetorical studies and genre analytic studies. They may also be practically useful for EAP syllabus designers in developing genre-oriented EAP material, and EAP teachers in postgraduate courses aiming at developing academic writing skills.