Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/10072
Title: A Contrastive genre analysis of applied linguistics MA dissertations’ discussion sections
Other Titles: the case of oum el-bouaghi and portland universities’ postgraduates
Authors: Haouam, Amina
Ayadi, Karim
Keywords: Genre analysis
Corpus
Rhetorical analysis
Move
Issue Date: 2020
Publisher: جامعة أم البواقي
Abstract: Having knowledge about any topic, field or phenomenon requires academic and methodological positioning and engagement through objectively justifying the choices, techniques and the method. On that account, in thinking about entering the topic of academic genre analysis, it was a must to start from rethinking of the cognitive approach to genre analysis. A revision that we considered as a sort of epistemological rupture to create a research space: A contrastive genre analysis of applied linguistics MA dissertations' discussion sections. In going about the two purposively-selected sub-corpora which were retrieved from one local non-native speaking university (OEB) and one American native speaking university (Portland) online database, 8 individuals each, a mixed methods approach was followed, and Bitchener's (2010) move-step model for PhD thesis discussion sections' writing was adopted to carry out the contrastive rhetorical analysis. Eventually, a bundle of findings was brought to the surface: Both groups of postgraduates go about discussing their research findings manifesting Bitchener's (2010) three outlined moves, Provide background information, Present a statement of result (SOR), and Evaluate/ comment on results or findings. The difference, per contra, inheres in the exhibition of each move with OEB corpus being less compatible to Bitchener's (2010) model than Portland corpus. Consequently, it was realized that the difference in linguistic and cultural backgrounds impacts the way in which the discussion genre is written. Throughout the scrutiny, an epistemological issue came across, suggesting that OEB students may have problems in writing an academic English discussion section as non-native speakers of the target language. On that basis, pedagogical implications and future research recommendations were offered to build a platform of knowledge to continue the reflection and deepen the research on the subject matter.
URI: http://hdl.handle.net/123456789/10072
Appears in Collections:قسم اللغة الإنجليزية

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