1. Applied Linguistics (Language Teaching and Learning)
Hossein Navidinia; Fateme Mohseni; Fateme Chahkandi; Mahmood Sangari
Abstract
Plagiarism is a significant concern in academic settings worldwide, with implications for educational integrity and student development. In English as a Foreign Language (EFL) educational contexts, understanding plagiarism can be particularly challenging due to linguistic and cultural differences. This ...
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Plagiarism is a significant concern in academic settings worldwide, with implications for educational integrity and student development. In English as a Foreign Language (EFL) educational contexts, understanding plagiarism can be particularly challenging due to linguistic and cultural differences. This study sought to probe Iranian EFL students' perceptions of plagiarism, their knowledge of and attitudes toward it, as well as the reasons for the acts of plagiarism. In so doing, 200 graduate EFL students answered a questionnaire. Descriptive statistics were employed to present the results. The findings demonstrated that the participants lacked awareness and understanding of what constitutes plagiarism. Many students were found to have a low level of knowledge about plagiarism, and they did not recognize certain acts as plagiarism. The results also provided insights into the reasons for plagiarism. Specifically, most of them believed that they might commit plagiarism as a result of the difficulty of some assignments and a poor understanding of plagiarism. The findings suggest a need for comprehensive education and awareness programs to harness students' understanding of academic integrity. This study adds to the literature on academic integrity in diverse educational contexts and highlights the importance of culturally sensitive approaches to teaching ethical academic practices.
2. Applied Linguistics (Inspirations from neighbor disciplines)
Saleh Arizavi
Abstract
This study examines whether the use of directives in academic writing, esp. research articles (RAs) written in social and natural sciences, should be considered as an impoliteness strategy or engagement marker. Eighty RAs from four disciplines (two social sciences and two natural sciences) were analyzed, ...
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This study examines whether the use of directives in academic writing, esp. research articles (RAs) written in social and natural sciences, should be considered as an impoliteness strategy or engagement marker. Eighty RAs from four disciplines (two social sciences and two natural sciences) were analyzed, and 429 directives were identified. Two informants from each discipline assigned functions to the directives, and then rated them on a scale of impoliteness. Findings suggest except for text-external Implication/Suggestion directives in social sciences and Cognitive Warning directives in both social and natural sciences, which may carry shades of impoliteness, the other functions should be viewed as engagement markers. Thus, directives are not impolite strategies in this conservative genre. Furthermore, no significant differences in directive functions were observed between the two branches of science. RA authors often follow the prescriptive rules conventionalized in their fields; however, they also tend to use elements that are less legitimized in academic writing.
Assef Khalili; Majid Aslanabadi
Abstract
As a part of pragmatics of language, Metadiscourse (MD) has been widely recognized as playing a pivotal role in the expression and comprehension of messages in academic writing. In view of its significance in effective communication, there have been a lot of attempts to categorize different MD devices ...
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As a part of pragmatics of language, Metadiscourse (MD) has been widely recognized as playing a pivotal role in the expression and comprehension of messages in academic writing. In view of its significance in effective communication, there have been a lot of attempts to categorize different MD devices within manageable models alongside some descriptive works to demonstrate the use of MD devices on the basis of these models. However, despite all the centrality accorded to MD markers in academic writing, few ESP practitioners have tried to explore the use of these devices by non-native speakers (NNS) who are known to be producing dry, incoherent and sometimes confusing papers - the very shortcomings which might easily be managed by judicious use of MD elements. With the absence of systematic works on the use of MD markers by NNS, there is a paucity of information on their use of MD devices in their productions. This is what the present paper seeks to uncover. Drawing on the Hyland and Tse’s (2004) “Interactive and Interactional” model of MD, and their description of the use of MD devices in research articles produced by native speakers (NS) in Hyland (1998), it was set out to document the frequency of MD markers in papers produced by NNS of English and contrast it with that observed in Hyland (1998). For this purpose, 20 RAs written by NNS which had been accepted for publication in the Tabriz Journal of Dentistry were selected after extensive stylistic and linguistic editing, and were compared against Hyland (1998) with respect to the frequency of particular MD elements. The results showed huge discrepancy in the use of all MD devices in general, and some in particular. The findings can provide useful insights in materials development for academic writing classes where learners could receive explicit instructions on the use of MD elements which have been found to be used least frequently.
