Genre analysis: English in academic and research settings / John M. Swales
01 Jan 1991-Vol. 1991, Iss: 1991, pp 1-99
About: The article was published on 1991-01-01 and is currently open access. It has received 5640 citations till now.
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TL;DR: This paper analyzed the reading and writing tasks of an L2 graduate student in an English academic writing class and found that the learner noticed the irregular presence of criticism in his field, highlighted indirect criticism as a discipline-specific practice, and analyzed the linguistic formulations of academic criticism.
46 citations
TL;DR: In this paper, a multidimensional explanation of an integration of genre-based knowledge and evaluative stance in the context of academic arguments employed in the conclusion sections of English and Malay research articles is presented.
46 citations
31 Dec 2010
TL;DR: There is a need for cultural-sensitive curricula and explicit pragmatic instructions in writing classrooms, with an aim to emphasize the importance of acquisitional process of intercultural pragmatic competence.
Abstract: This paper reports on a preliminary study on second language (L2) learners’ interlanguage pragmatic (ILP) development in academic written discourse by examining how epistemic modality is used by non-native speaker (NNS) writers compared with NS writers in both native speaker (NS) and NNS corpus data. This study also investigates how NNS writers gradually develop interlanguage pragmatic competence in academic writing across L2 proficiency levels. The study of epistemic modality in academic writing not only provides us valuable insights on understanding the concepts of intercultural competence and L2 acquisitional pragmatics, but it also contributes to ILP and Second Language Acquisition (SLA) research and the teaching of L2 pragmatics. The findings of the study thus point to a need for cultural-sensitive curricula and explicit pragmatic instructions in writing classrooms, with an aim to emphasize the importance of acquisitional process of intercultural pragmatic competence.
46 citations
TL;DR: This article studied contrastively the use of metadiscourse in two disciplines (applied linguistics vs. computer engineering) across two languages (Persian and English) and found that applied linguistics representing humanities relied heavily on interactive elements rather than interactional ones, compared with computer engineering representing non humanities.
Abstract: The present study studied contrastively the use of metadiscourse in two disciplines (applied linguistics vs. computer engineering) across two languages (Persian and English). The selected corpus was analyzed through the model suggested by Hyland and Tse (2004). The results revealed the metadiscursive resources are used differently both within and between the two languages. As for the two courses, applied linguistics representing humanities relied heavily on interactive elements rather than interactional ones, compared with computer engineering representing non humanities. The analysis attests that humanities focus on the textuality at the expense of reader involvement. As indicated by the result, the idea of disciplinary prominence of metadiscourse across different languages needs to be cautiously taken into account.
46 citations