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Showing 2 results for Discoursal Features
Alireza Jalilifar, Payam Shahvali,
Volume 16, Issue 1 (3-2013)
Abstract
Academic writing has tended to focus on research articles far more than on post-graduate theses (Bunton, 2005 Swales, 1990). Of the studies based on theses, relatively little research has focused on the generic structure of Suggestions for further research. To supplement the sparse knowledge in this area, the current study investigated the schematic structure (i.e., moves and steps) of Suggestions for further research andexplored the metadiscoursal features commonly used in this section of theses. The corpus included 80 PhD dissertations and 80 MA theses from Iranian universities in applied linguistics. The moves and the corresponding steps were identified and, for a detailed analysis, Hyland’s (2005) classification of metadiscourse was used. Findings revealed four moves in this part genre, named, Justification of the present study, Suggestions for repetition of the current study, Implications of the study, and The researcher’s hopes. The MA and PhD theses showed differences in the use of them. The results can broaden the understanding of the nature and function of this part genre and the way the metadiscoursal features are realized accordingly, the study can have important implications for students’ thesis writing.
Katayoon Afzali,
Volume 21, Issue 1 (4-2018)
Abstract
| In view of the fact that pre-service teachers’ critical reflection through evaluating teaching activity of their peers is an important part of practicum activity, the current study aimed to analyze the recall and reflection journals written by pre-service teachers to identify and evaluate the discoursal features of their journals. To this end, a total of 272 recall and reflection journals written by pre-service teachers were analyzed on the basis of Hiebert, Morris, Berk, and Jansen's (2007) framework for analyzing their teaching practices. The findings indicated that the discourse of recall and reflection journals written by pre-service teachers is affective and descriptive rather than critical. Pre-service teachers predominantly ignore learners in writing their reflection journals. The findings of this study pointed to the need for explicit instruction of the discoursal features of reflection in teacher education classes. Therefore, teacher educators should help pre-service teachers to develop effective reflective discourse in practicum courses. |
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