A corpus-based analysis of genre-specific discourse of research: the phd thesis and the research article in elt

Işık Taş, Elvan Eda
Writing a research article is not an easy task for novice researchers, who begin their study as outsiders in the academic community and who must deal with both the apprenticeship in their fields and the challenge of writing in a new genre. Moreover, PhD thesis is a genre which is very frequently “recontextualized” as a research article by the novice researcher. The aim of this study was to conduct a contrastive analysis of the genre-specific features of introductions in a corpus of theses written in PhD programs in ELT offered by Turkish universities and in a corpus of published research articles in ELT written by expert authors of different nationalities, in order to specify the similarities and differences in the authors’ use of lexico-grammatical, discoursal and rhetorical features in the two corpora. The analyses included both a hand-tagged and a computerized analysis of the two corpora. Specifically, the vocabulary profiles, the readability statistics, the use of verb tenses and citations, the move-step structures and the author presence markers of the two corpora were subject to contrastive analyses. The analyses revealed that the language of the RA introductions was structurally more academic, lexically dense, and thus, more difficult to read compared to the PhDT introductions. Moreover, although the CARS Model (Swales, 2005), to a large extent described the move-step structure of the RA introductions, it could not account for the move-step structure of the PhDT introductions. With respect to these variations, proposals were made to increase the effectiveness of the target PhD programs in empowering the novice researchers in their access to the discourse community of ELT.


Perceptions of efl learners towards portfolios as a method of alternative assessment : a case study at a Turkish state university
Burnaz, Yeşim Erden; Svaş, Perihan; Department of English Language Teaching (2011)
This study investigated perceptions of EFL learners towards the benefits and the challenges of keeping a portfolio. The study also examined the students‟ perceptions towards the effect of keeping a portfolio on learner autonomy. The study was conducted with 21 intermediate level students at Galatasaray University Foreign Languages School in the fall semester of 2010 – 2011 academic year. The data for this study were gathered through a pre-portfolio study survey and an open-ended question survey before the i...
An investigation into the implementation of alternative assessment in the young learner classroom
Çetin, Lynn Marie Bethard; Özbek Gürbüz, Nurdan; Department of English Language Teaching (2011)
The purpose of this study was to explore and develop a better understanding of the implementation of alternative assessment in the young learner classroom. This in-depth, qualitative study focuses on teachers’ practices and beliefs, as well as the student perspective and the role of alternative assessment in the instructional process. Case studies were carried out on nine different English language teachers and their use of alternative assessment strategies and tools over a six month period in their first, ...
An ınvestigation of a complementary feedback model for l2 writing: peer and teacher feedback versus teacher feedback
Tokdemir Demirel, Elif; Enginarlar, Hüsnü; Department of English Language Teaching (2009)
This study aimed at developing a complementary peer-teacher feedback model, in which students and teachers share the responsibility of providing feedback in a systematic way and testing its effectiveness. The effectiveness of the developed feedback model on improving students’ writing ability was tested in the context of a multiple draft writing course which followed a process approach with 57 preparatory class students at Karadeniz Technical University, Department of English Language and Literature for a p...
Language learning strategies and self-efficacy beliefs as predictors of english proficiency in a language preparatory school
Açıkel, Merih; Çapa Aydın, Yeşim; Department of Educational Sciences (2011)
The purpose of this study was to examine the relationship of language learning strategy use and self-efficacy beliefs with language proficiency of the language preparatory school students. Moreover, some demographic characteristics of the participants were analyzed in relation to the proficiency scores of the students. Four hundred eighty nine language preparatory school students from one private university in Ankara were included in the study. Turkish version of Inventory of Strategies for Language Learnin...
A constructivist approach to the integration of systematic reflection in EAP courses: an action research study
Kızılcık Eren, Hale; Daloğlu, Ayşegül; Department of Foreign Language Education (2012)
The aim of the study was to investigate to what extent integrating systematic reflection into the academic English courses at the tertiary level fosters learning. To this end, the teacher-researcher designed an action research study and carried it out with seventy-one students in the three sections of ENG 101 she taught at the Middle East Technical University. In the course of the action research, the teacher-researcher developed an interactive reflection model in which the teacher and students engage in a ...
Citation Formats
E. E. Işık Taş, “A corpus-based analysis of genre-specific discourse of research: the phd thesis and the research article in elt,” Ph.D. - Doctoral Program, Middle East Technical University, 2008.