However, some minor differences were also observed at the step level.
The findings showed that the writers of both groups of texts examined tended to draw on similar rhetorical moves pertinent to achieving the communicative function of the English discussion sections from this discipline. The corpus comprised 26 discussion sections employing Basturkmen's (2009, 2012) and Yang and Allison's (2003) moves/steps as a point of departure for analysis.
This genre-based study investigates the schematic structure of the English discussion of results sections in international and local journals from the field of dentistry. These findings suggest that these Vietnamese postgraduates’ conformity to the global norms and their adaptation to meet the expectations of their local discourse community in composing their Method chapters. Through the revised framework for analyzing the Method chapters of master’s theses in Applied Linguistics from ProQuest and the interviews with thesis writers and supervisors, the study revealed not only the rhetorical structures of these chapters produced in Vietnam but also the commonalities and differences from those written by international writers. Motivated by the lack of previous research on these sections/chapters and of literature on how non-native English writers compose them, this paper investigates the move-step structures of the Method chapters in TESOL master’s theses written by Vietnamese. By making learners aware of the similarities and differences in the rhetorical strategies preferred by the members of different disciplinary communities, L2 writers may feel more confident about the rhetorical options they can choose depending on the context and type of audience they are addressing.Īlthough Method sections/chapters play an important role in both convincing the readers of the validity of the means employed to obtain the results and strengthening the credibility of the findings subsequently to be reported in the Result sections/chapters, they have received scant attention. A second complementary stage should be the explicit teaching of functions and language structures of typical academic texts, with a special emphasis on cross-cultural variation. This discovery process of the social circumstances that surround a genre can help students understand more readily the communicative purpose of a specific genre. This view of a genre-based teaching approach largely consists in a prior discussion with students of the socio-cultural context in which a particular academic genre occurs. This paper reviews how genre-based pedagogy has been conceived by researchers in the different scholarly traditions, and offers a particular view of genre-driven pedagogy and its practical applications in the English as a Second Language student classroom.
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