Conference abstracts are under-represented promotional texts in spite of their key role in the academic life of and communication among scholars. This generic study attempts to capture the structures and strategies of 160 applied linguistics conference abstracts from four world areas in terms of semantic units of Introduction, Method, and Findings and their Moves and Steps. Results revealed similarities and differences arising mainly from the idiosyncratic nature of genre, place of presentation, and western versus non-western, center versus periphery, and theory- versus application-oriented cultures. Implications for novice and non-native researchers to communicate and submit conference abstracts effectively follow a detailed report.

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ABSTRACT. English pronunciation self-concept refers to self-evaluation of a person's English pronunciation proficiency which is shaped during the time spent for pronunciation learning (Gimson, 1980). The present paper aims at investigating the possible correlation between English pronunciation self-concept and English language learning. Furthermore, the relationship between global English self-concept and classroom anxieties are examined in the Iranian context. To this end, Xiuquan zhu's (2005) questionnaire was administrated to the total of 100 English as a foreign language (EFL) students. Moreover, to assess students general English performance and their pronunciation proficiency two kinds of tests were taken by the participants. Descriptive statistics was used to turn the raw data to the interpretable forms. The analysis revealed statistically significant correlation between English pronunciation self-concept and global English self-concept with in turn leads to efficient English language performance. However, negative correlation is obtained regarding English classroom anxiety and English pronunciation self-concept. Because of facilitating role of pronunciation self-concept in English language acquisition, the findings of the present study suggest that due attention should be paid on the English pronunciation self-concept in foreign language learning teaching-learning environments.

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