Contents
序 i
前言 v
Abstract vii
Acknowledgements xi
PART I THEORETICAL ISSUES
Chapter 1 Introduction 3
1.1 The importance of genre knowledge 3
1.2 The ESP genre approach 10
1.3 Aims of the book 13
Chapter 2 Genre Definition and Classification 15
2.1 Overview 15
2.2 The definitions of genre in applied linguistics 16
2.3 A new definition of genre 25
2.4 Comparison of the three approaches 26
2.5 Summary 29
PART II RESEARCH ARTICLES IN APPLIED LINGUISTICS
Chapter 3 Data and Data Analysis 33
3.1 Overview 33
3.2 General principles of data collection 33
3.2.1 The selection of journals 34
3.2.2 Defining ‘research’ in applied linguistics 39
3.2.3 The selection procedure of research articles 41
3.3 The general procedure of analyses 43
3.4 The RA abstracts 44
3.5 The macro-structure of research articles 44
3.6 The unit of analysis of RA micro-structure 45
3.7 Lexical signals and the analysis of moves and steps 47
3.8 The principles of analysis 53
3.9 Working definitions of moves and steps 54
3.9.1 The moves and steps in the abstracts, introductions, theoretical basis and literature review sections in primary and secondary RAs 56
3.9.2 The moves and steps in the distinctive sections in primary RAs 65
3.9.3 The moves and steps in the distinctive section in secondary RAs 76
3.9.4 The moves and steps in the conclusion and pedagogic implication sections 79
3.10 Summary 82
Chapter 4 The Abstract of Research Articles 83
4.1 The structure ofAPPabstracts 86
4.2 The structure of TESOL abstracts 90
4.3 The structure of ESP abstracts 92
4.4 The structure of ELT abstracts 94
4.5 Comparison of the abstracts from the four journals 95
4.6 The potential structure of RA abstracts 100
Chapter 5 The Macro-Structure of Research Articles 105
5.1 The macro-structure of primary RAs 107
5.2 The section headings of primary RAs 110
5.3 The macro-structure of secondary RAs 117
5.4 Summary 121
Chapter 6 The Introduction, Theoretical Basis and Literature Review Sections 123
6.1 The structure of the introduction section 127
6.1.1 Absence and low occurrence of some steps in the CARS model 129
6.1.2 Varied sequence of moves and steps 131
6.1.3 High cyclicity of moves and steps 131
6.1.4 The presence of new steps
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PART I THEORETICAL ISSUES
Publication of research in English is becoming more and more important in China as well as in other countries and areas as English is now well established as the lingua franca in the international arena of academic research in line with the globalization of information ex-change, communication and educationFor example, in European universities, “academics are required to master the use of English for teaching, research and even administrative purposes” Mur-Due.as, 2011: 3068Undoubtedly, the demand of publishing and teaching in English poses a big challenge to novice scholars whose mother tongue is not EnglishTherefore, courses of English for academic purposes EAP are gaining more and more importance in many universities, includ-ing Chinese tertiary institutions in recent yearsGenre analysis, as the main-stream approach to investigate discourse for academic and professional purposes in relation to its communicative purposes and the disciplinary or institutional contexts, is very important for EAP course development
However, there are different approaches in genre analysis as well as different definitions of genreScholars and teachers who carry out research of genre analysis and who teach English EAP courses like dissertation writing or RA writing would need a good understanding
of the termThis part primarily focuses on the explanation and com-
parison of the different approaches and the concept of genre in order to provide the theoretical foundation for detailed genre analysis in the remaining parts of the bookChapter 1, after a brief review of the dif-ferent approaches to genre, first discusses the importance of genre knowledge in understanding and mastering academic discourse and the advantage of genre-based pedagogy in relation to the existing controversiesThen, it discusses the advantage of ESP genre analysis and lays down the aims of this bookChapter 2 discusses and clarifies the definitions of genre in the three approaches and presents a new integrated definition of genreIt also presents a new perspective to understand the myriad of genres identifiedThe new definition and perspective provides an insightful view of the current approaches to genre and the conceptualization of genre
Introduction
1.1 The importance of genre knowledge
The importance of genre knowledge in helping language learners to understand and master academic, professional or educational dis-course has been widely acknowledged for more than two decades, regardless of the perspectives adopted e.gAllison, 1999; Bazerman, 1988; Berkenkotter & Huckin, 1995; Bhatia, 1993; Martin et al., 1987; Martin, 1989; Feak et al., 2000; Flowerdew, 2000; Hyland, 2000, 2003; Williams & Hasan, 1996; Swales, 1990, 2004The power of genre analysis lies in its capacity to incorporate the communicative purposes of discourse and the social contexts involved in the process of under-standing and interpreting textsPrior studies of discourse mainly fo-cused on either pure linguistic features such as cohesive devices, lexi-cal links or textual features in general Cook, 1990; Halliday & Hasan, 1976; Hoey, 1983, 1991; McCarthy, 1991; Trimble, 1985Although these studies greatly enrich our knowledge of discourse, they are inade-quate to understand discourse in action due to scant attention paid to the communicative purposes and social contexts of discourseBazer-man 1988: 4 stated that “he could not understand what constituted
an appropriate text in any discipline without considering the social
and intellectual activity which the text was part of.” Genre analysis, with its focus not only on the linguistic realization of discourse but also on the communicative purposes and social context in which texts are created and consumed will undoubtedly provide a more complete and thorough understanding of discourse
Hyon 1996 classifies genre studies in applied linguistics into three approaches―ESP English for Specific Purposes analyses, New Rhetoric Studies and Australian Genre TheoriesSuch categorization is useful as these three approaches have specific characteristics in terms of research context, method of analysis, and target student groupsHowever, Hyon’s paper neglects the similarities of these ap-proaches in their treatment of the conceptualization of genre and overlooks the characteristic that they in fact complement one and an-other in revealing genre knowledgeFor example, genre analyses in ESP Brett, 1994; Nwogu, 1997; Posteguillo, 1999; Swales, 1990 and the New Rhetoric studies Bazerman, 1984, 1988; Berkenkotter & Huckin, 1995 are both primarily carried out in the context of English for Aca-demic Purposes in tertiary institutionsThe former has been focused on revealing genre knowledge by analyzing academic texts such as RAs from the functional perspective, while the latter has been focused on uncovering the genre knowledge of RAs mainly by investigating the action of the so
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