Research articles in applied linguistics: moving from results to conclusions

Yang, Ruiying; Allison, Desmond

doi:10.1016/s0889-4906(02)00026-1

Cited by 383 publications

(203 citation statements)

References 13 publications

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“…In this section, the researcher discusses the significance of the results, compares the findings gained with earlier reported ones, and makes claims concerning how findings contribute to and integrate with the disciplinary existing literature (Basturkmen 2012, Hunston 1994. To Ruiying and Allison (2003), it is through this section that the researcher "seek(s) to establish their importance"(p. 366). Sometimes, as in this study, result and discussion sections in an RA are merged and presented together under the heading of result and discussion (Swales 1990) representing a single genre.…”

Section: Rhetorical Sections Of Results and Discussionmentioning

confidence: 99%

Choice and Use of Context Frames to Augment the Writing of Result and Discussion Section of Research Articles across Four Disciplines

Ebrahimi

Chan²,

Tan³

2015

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This study focuses on the use and discourse functions of context frame markers in the result Gosden's (1992) taxonomy. Findings showed disciplinary differences in relation to the realisation of the context frame types, frequencies, and associated discourse functions. These differences in terms of types, frequencies, and discourse functions of context frames are imposed by the nature of the rhetorical section of result and discussion, the nature of the discipline, and both the nature of rhetorical section of result and discussion and the discipline, respectively. Findings suggest that context frames are an important means which the writer uses to deliver claims and arguments in results and discussion. As a result of the dictums imposed by the generic RA section and the nature of the discipline, marked disciplinary differences are found in the writing endeavour.

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Section: Rhetorical Sections Of Results and Discussionmentioning

confidence: 99%

Choice and Use of Context Frames to Augment the Writing of Result and Discussion Section of Research Articles across Four Disciplines

Ebrahimi

Chan²,

Tan³

2015

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“…Using these terms and under the name of generic move analysis, many scholars have attempted to investigate different texts to explore the type of schemata language users employ (Taylor & Chen, 1991, Henry& Roseberry, 2001, Smith, 1984, Hutchinson, 1987, Nwogu, 1997, Ruiying & Allison, 2003. Swales (1981), for example, explored the introduction part of research articles and came up with a four-moves and 11 steps model which later was refined to a 3-moves and 11 steps model including the move categories of Establishing the field, Summarizing the relevant previous research, Preparing for present research and finally Introducing the present research.…”

Section: Move Analysismentioning

confidence: 99%

Schema-Based Analysis of Gendered Self-Disclosure in Persian: Writing for Dating Context

Khodadady¹,

Mehr²

2011

ELT

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This paper reports a textual analysis of letters written by 21 male and 21 female participants in Persian. Each writer wrote two letters, one to a dating service and another one to a hypothetical person chosen and introduced by the center. Therefore, a total of 84 letters were collected from the participants. Schema theory was used to find the possible gendered differences between male and female self-disclosure letters. The results of this study confirmed that men and women used significantly different semantic, syntactic and parasyntactic schemata (X 2 = 30.37, df = 2, p <.0001), they also wrote differently in terms of the type of schemata forming the genera of the domains. Further descriptive analysis indicated that semantic domain accounted for 74.44% of all schema types used in male letters and 78.98% of the schemata used in female letters.

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“…A diferencia de lo que sucede con géneros como el Artículo de Investigación Científica (AIC), el cual ha sido vastamente estudiado, no solo en inglés (Swales, 1981(Swales, , 1990(Swales, , 2004Berkenkotter & Huckin, 1995;Samraj, 2002;Ruiying & Allison, 2003;Kanoksilapatham, 2007), sino que también en español (Ciapuscio, 1996;Ciapuscio y Otañi, 2002), el Texto Disciplinar aparece como no descrito y, tal vez, subsumido en lo que se podría entender como manual o Libro de Texto. Debido a que entendemos que el propósito comunicativo del Texto Disciplinar no es el mismo que el del manual y que, por esta misma razón, sus características retórico discursivas son diferentes (Parodi, 2008a(Parodi, , 2008d, creemos relevante estudiarlo y, de esta manera, identificarlo como un género particular, deslindado de cualquier otro.…”

Section: El Texto Disciplinar Y Las Movidas Retóricasunclassified

El Texto Disciplinar en la transmisión del conocimiento especializado

Ibáñez

2010

Estud. filol.

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En este artículo describimos un género discursivo altamente relevante en la construcción del conocimiento disciplinar a nivel terciario, el Texto Disciplinar. Este género aparece como uno de los más frecuentes medios de comunicación escrita en el Corpus Académico PUCV-2006, en tres carreras: Trabajo Social, Psicología e Ingeniería en Construcción. El análisis de 270 textos reveló el carácter persuasivo del género en estudio. El propósito comunicativo de este género es realizado por 3 macromovidas, 8 movidas y 18 pasos retóricos. Los datos también muestran una variación importante entre los Textos Disciplinares que circulan en las Ciencias Sociales y Humanas y los que lo hacen en las Ciencias Básicas y de la Ingeniería. Una implicancia mayor respecto de la variación anteriormente mencionada es que este género presenta diferentes formas de negociar el conocimiento, dependiendo de la disciplina en que circule.Palabras clave: Texto Disciplinar, género discursivo, macropropósito comunicativo.In this article, we describe an academic genre that has proved to be relevant in disciplinary knowledge construction at university level: Disciplinary Text. This genre has emerged as one of the most frequent means of written communication in the PUCV-2006 Academic Corpus, in three different university programs: Social Work, Psychology, and Construction Engineering. The analysis of 270 texts revealed the persuasive communicative purpose of the genre, which is realized by three macro-moves, eight rhetorical moves and eighteen steps. Results also showed relevant variations between Social Sciences and Humanities and Basic Sciences and Engineering in the rhetorical organization of the genre. One of the main implications is that this genre presents different ways of negotiating knowledge depending on the discipline in which it is used.

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Research articles in applied linguistics: moving from results to conclusions

Cited by 383 publications

References 13 publications

Choice and Use of Context Frames to Augment the Writing of Result and Discussion Section of Research Articles across Four Disciplines

Choice and Use of Context Frames to Augment the Writing of Result and Discussion Section of Research Articles across Four Disciplines

Schema-Based Analysis of Gendered Self-Disclosure in Persian: Writing for Dating Context

El Texto Disciplinar en la transmisión del conocimiento especializado

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