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|Title:||A Contrastive genre analysis of EFL articles’ abstracts in national and international journals|
|Other Titles:||the case of human sciences journal (Constantine1 University) et annual review of applied linguistics journal (Cambridge University|
|Publisher:||University Of Oum El Bouaghi|
|Abstract:||Genre analysis approach has generated interest since the early 1980s, primarily in conjunction with the ongoing development of applied linguistics, and rhetoric studies. The main aim of this study is to get clear insights into what rhetorical structures, strategies, and patterns were used in both national and international journal abstracts. It seeks also at exploring similarities and differences between these implemented rhetorical aspects, to eventually proclaim to what extent they are convenient with those of the adopted Bitchener's (2010) five-move analytical framework adapted from Swales' (1990) Create a Research Space (CARS) model. In the current study, both qualitative and quantitative methods were employed in the analysis of data. A total of fifty-two (52) English as a foreign language EFL abstracts were compiled from the electronic libraries of two selected universities, namely Human Sciences Journal (Constantine1 University) & Annual Review of Applied Linguistics Journal (Cambridge University). It should be noted that the selected articles were published between the years 2015 and 2019. When discussing the findings, data management and examination were performed using manual analysis for the identification of moves, sub-moves and move orders employed in each abstract. Based on contrastive genre analysis, the findings revealed that both national and international researchers possess adequate knowledge of the main moves on how to write articles' abstracts. The investigation also indicated that the international researchers were more accustomed to the rhetorical organizations of moves, sub-moves, and their order. Ultimately this can facilitate identifying with greater specificity which language and discourse features might be effective targets of contingent instruction to promote learners' and researchers' abstract writing abilities. Based on the outcomes of the investigation, and taking into account the linguistic and cultural variations, new insights might be provided to help syllabus designers in developing adequate materials for academic writings courses.|
|Appears in Collections:||قسم اللغة الإنجليزية|
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