1. Applied Linguistics (Language Teaching and Learning)
Davud Kuhi
Abstract
Since its introduction to EAP theory in the 1980s, the concept of genre has proven to be a rigorous theoretical construct for a deeperunderstanding of the nature of academic discourse. However, the inherent potential of this concept as a means of classifying and categorizing academic texts has also given ...
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Since its introduction to EAP theory in the 1980s, the concept of genre has proven to be a rigorous theoretical construct for a deeperunderstanding of the nature of academic discourse. However, the inherent potential of this concept as a means of classifying and categorizing academic texts has also given rise to what we have called “the misconception of homogeneity”. Criticizing this misconception and drawing on the concept of hybridity/heterogeneity of scientific/academic genres, the present paper explores some of the major implications of this view for EAP research and pedagogy. It is argued that the recognition of the concept of hybridity of academic genres would result in redefining the corpus design issues, focusing on genre networks instead of single genres, trying further possibilities of triangulation, redefining the criteria for the selection of formal/functional properties in analytic projects and development of thicker explanatory frameworks. The paper also looks at possibilities of operationalizing this concept within what is called “a hybridity-sensitive EAP pedagogy” and suggests intertextuality/interdiscursivity tracing tasks and discursive conversion tasks as means of raising EAP learners awareness.
2. Applied Linguistics (Inspirations from neighbor disciplines)
Mir Habib Aboulalaei
Abstract
The role of using meta-discourse elements in writing, especially in research newspapers, is so important that their authors can convey certainty, doubt, and characteristics of the writers in their writings. There are different meta-discourse markers used by various authors in different branches; for ...
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The role of using meta-discourse elements in writing, especially in research newspapers, is so important that their authors can convey certainty, doubt, and characteristics of the writers in their writings. There are different meta-discourse markers used by various authors in different branches; for example, hedges and boosters are the most important devices in writing. The meta-discourse elements are communicative strategies for increasing and reducing the force of statements, i.e. authors and writers who write theses, books, or articles give more information with certainty by these markers. In the present investigation, 60 reports from 2 important newspapers, Iran Daily and US Today, were studied, where for each field 30 articles written by both native and non-native writers were selected and studied. In sum, for each newspaper, 30 articles were chosen. Frequency and distribution of the meta-discourse elements were examined to show which one of the newspapers used those more. The analysis was done by ANOVA test to compare the frequency and distribution of the meta-discourse devices. The result of the test indicated differences between the selected newspapers, i.e. Iran Daily and US Today. It is important to mention that the results of this study can have pedagogical implications for prospective academic writers.
1. Applied Linguistics (Language Teaching and Learning)
Davud Kuhi
Abstract
In light of a large number of admirable attempts which look at scientific discourse from social, dialogic and interpersonal points of view, the propositions which consider scientific discourse as an interactive endeavor are now well-established. By the force of our social constructivist gyrations, we ...
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In light of a large number of admirable attempts which look at scientific discourse from social, dialogic and interpersonal points of view, the propositions which consider scientific discourse as an interactive endeavor are now well-established. By the force of our social constructivist gyrations, we have developed glimpses of a social, cultural and historical dimension in which the discourse of science operates. These glimpses indicate us how much the discourse of science is part of complex webs of human’s social interaction. Recognizing this social, cultural and historical nature, the present paper attempts to highlight the heterogeneity and hybridity of scientific discourse and indicate a number of ways scientific discourse is influenced by non-scientific discourses. Recognition of this hybridity helps the author develop a preliminary framework based on the concept of vertical intertextuality and reveal how modern scientific discourses borrow generic, stylistic and rhetorical conventions of non-scientific discourses. The paper is concluded with some of the implications of the developed perspective for ESP pedagogy and suggesting a number of genre-related, style-related and register-related pedagogic tasks.
