Genres in the forefront, languages in the background: The scope of genre analysis in language-related scenarios (original) (raw)
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Academic writing has been recently conceptualized as "collective social practices" (Hyland 2004, 1) constructed through particular genre types and disciplinespecific discourses. A significant body of the literature examining genre and disciplinarity has focused on the research article (RA) as a central type of academic writing practice. However, the RA genre has been principally investigated in Science-based disciplines and comparatively overlooked in the Humanities. This paper is an exploratory textual genre analysis study of the rhetorical structure of RA Introductions (RAIs) (Maton 2000a, b) as produced in the writing of its experts; and discusses the results according to their implications on English for Specific/Academic Purposes pedagogy. The study thus reiterates the critical interplay between genre and disciplinarity in the social construction of written knowledge.
The Qualitative Report, 2024
This article discusses Conducting Genre-Based Research in Applied Linguistics: A Methodological Guide, edited by Matt Kessler and Charlene Polio, that addresses the theory-practice gap in genre-based pedagogy. The book emphasizes the importance of systemic functional linguistics (SFL) and its integration into the teaching and learning cycle to improve students' understanding and production of different genres. Theoretical foundations of Halliday's SFL are discussed alongside practical methods such as case studies, ethnography and metadiscourse analysis. The volume offers a comprehensive framework for researchers and educators and describes tools and approaches for analyzing multimodal texts, understanding multilingual competence, and applying genre knowledge in diverse contexts. The strengths of the book lie in its interdisciplinary perspectives, clear methodological guidelines, and practical applications, making it a valuable resource for scholars and educators seeking to bridge the gap between language theory and teaching practice.
Genre Relations is the first book-length introduction to genre analysis from the Sydney School of functional and educational linguistics and discourse analysis. Martin and Rose, veteran scholars in these areas, respond to the question 'what do texts do?' by investigating texts within their genre relations, the relations between "recurrent reconfigurations of meaning [that] enact the social practices of a given culture" (p. 6). The cultural sites explored are chiefly the contexts of personal and familial relations, and the institutional contexts of industry and education. Although the authors do not attempt a systematic extension to instructional practice, education is central in how they theorize, describe and illustrate the cultural work of genres.
This research paper intends to bring out a clarification of English used for academic purposes and the role of it in scientific research. Nowadays, English is an international endeavor of many fields of study; therefore, this paper investigates various international models in use and offers a model which is applicable to practical situations and settings, such as the teaching of English for Academic Purposes within research settings. Firstly, the paper is widely focused on the role of English in research and the implication of discourse community, different genres and academic English programs. Secondly, since English is the major communication and research language, the ability to write research papers in English is a major goal of tertiary education and it is the focal point of the researchers of different fields of study. Particularly, the research explores genre analysis that adds the understanding of how language is used within a specific situation and setting. Respectively, this research investigates the analysis of academic English writing/research papers and the impact of the direct translation and language transfer from L1 to L2. Hence, many research papers have been analyzed based on the English for academic purposes criteria and, the transmitting of the correct massage by not using direct translation. Finally, in this paper has been clarified the use of English in academic and research setting. The analysis of the translated research papers in English shows that regarding the issue of academic English remains a gap for further development and improvement. By exploring and explaining the role of English in research and the analysis of genres, discourse community and academic English, this study offers models and practices compiled to European standards criteria of proper use of English in research setting and academic writing
Genre Pedagogy and Bilingual Graduate Students’ Academic Writing
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Genre pedagogy plays an important role in helping graduate students to enter the discourse community of their fields. Although familiarity with research genres benefits graduate students, few studies have explored the influences of instruction on learners’ subsequent generic practices. In this study, we describe the genre-based approach used in a bilingual (English and Spanish) Applied Linguistics graduate course, which aimed to enhance students’ research genre awareness to allow them to be better able to confront their own work as investigators. The description of the course is followed by a study to determine if and how a research article discourse analysis task influenced the students’ academic writing in their own papers. Our research question was the following: To what extent can course instruction influence students’ academic writing? The study entails a survey to elicit students’ perspectives on the influence of the course and its tasks on their academic writing, as well as t...
Notwithstanding the existence of previous investigations into how research results are presented in different academic disciplines, fewer studies have looked into how authors pave the way for their results, the interdisciplinary differences in 'result pavements', and the interconnections between their communicative functions and linguistic choices. Using the techniques of genre analysis, I have analyzed two corpora of research reports in applied linguistics and education in order to identify the possible ways in which experienced writers schematically pave the way for their findings. Using evidence based on authentic research articles, this study demonstrates how writers set the stage for their research results by (i) demonstrating their control of the structure and flow of result-related information, (ii) connecting past research with a current finding while furnishing pertinent background elements that lead the readership progressively to specific findings, (iii) regenerating readers' interest in their initial research purposes, and (iv) deploying locatives to embed results in a 'space-saving strategy' aimed at presenting an abridged Results section. I have also analyzed interdisciplinary differences in the frequencies of these rhetorical steps and the range of intricate linguistic mechanisms employed by authors as communicative resources in each step to establish a smooth rhetorical transition that sets the stage for their research results.
Procedia - Social and Behavioral Sciences, 2012
International postgraduate students have been found to face numerous difficulties in writing academic discourse. As intervention strategy via genre analysis in an earlier study (UKM-PTS-058-2010) has been found to be inadequate, this paper will report on further scaffoldings derived from contrastive rhetoric (Kaplan 1966), which has evolved into intercultural rhetoric in tandem with genre analysis. This paper will first delineate how the interventions were introduced and second demonstrate how effective they were. A qualitative action research design, employing focus group interviews, which captured the narrative voices from the students and document analysis of the written texts, was used for the study.