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This study explores the non-contiguous phraseological profile of Microeconomics research articles, specifically focusing on key lexical frames within the Discussion section. Key lexical frames are non-contiguous recurrent expressions with variable slots unique to specific contexts such as genres or disciplines. The analysis is based on a corpus of Discussion sections from research articles published in four leading Microeconomics journals between 2017 and 2022. Using the KfNgram program, four-word lexical frames were identified and refined according to exclusion criteria. The resulting list of lexical frames was compared with a general corpus, the Corpus of Contemporary American English, yielding 43 four-word key lexical frames unique to Microeconomics. These frames were analysed following the structural classification by Gray and Biber (2013) and the functional taxonomy by Simpson-Vlach and Ellis (2010). Structurally, most key lexical frames were found to be function word frames, while functionally, they primarily served referential functions. The findings reveal significant phraseological variation, encompassing both lexical and grammatical constructions unique to the field of Microeconomics. These insights contribute to a deeper understanding of discipline-specific academic writing and have important implications for English for Academic Purposes pedagogy. In particular, this research aims at improving the learners' part-genre awareness and competence. By identifying and analysing key lexical frames, the study provides valuable resources for enhancing the teaching of academic writing in Microeconomics, particularly for non-native English speakers. [ABSTRACT FROM AUTHOR]

In this study, English agricultural science research articles (RA) Introductions published in China and internationally have been examined in order to discover, whether the presence of move/step in each context are similar or different. The two corpora, comprising of 45 English Introductions, published in China and 45 international Introductions in agricultural science were analyzed using Kanoksilapatham's (2005) model as the analytical tool, revealing that both sets of RAs were similar in their presence of move, namely 3 moves for each. However, due to a number of factors, discrepancies between the two corpora have given rise to the choices of steps. Perhaps, the presence of step within Move2 is the most striking difference between the two corpora. For example, the two groups of writers shared the step of indicating a research gap, but the Chinese researchers used the additional step of research problem and their international counterparts used the additional step of making a hypothesis. The finding of the present study can provide much insight into the rhetorical structure of RAs in this particular field and help those novice researchers, particularly Chinese novice researchers, who want to write for international publication. [ABSTRACT FROM AUTHOR]

The enormous growth in online research publications in diversified domains has attracted the research community to extract these valuable scientific resources by searching online digital libraries and publishers' websites. A precise search is desired to enlist most related articles by applying semantic queries to the document's metadata and the structural elements. The online search engines and digital libraries offer only keyword-based search on full-body text, which creates excessive results. Therefore, the research article's structural and metadata information has to be stored in machine comprehendible form by the online research publishers. The research community in recent years has adopted different approaches to extract structural information from research documents like rule-based heuristics and machine-learning-based approaches. Studies suggest that machine-learning-based techniques have produced optimum results for document structure extraction from publishers having diversified publication layouts. In this paper, we have proposed thirteen different logical layout structural (LLS) components. We have identified a two-staged innovative set of generic features that are associated with the LLS. This approach has given our technique an advantage against the state-of-the-art for structural classification of digital scientific articles with diversified publication styles. We have applied chi-square ( c h i 2 ) for feature selection, and the final result has revealed that SVM (Kernal function) has produced an optimum result with an overall F-measure of 0.95. [ABSTRACT FROM AUTHOR]

Stance markers, serving as the primary discursive category of interactional metadiscourse, function as a reliable measure for evaluating how authors of research articles authoritatively foreground their research within disciplinary communities. Stance research primarily focuses on how authors or speakers adjust the certainty level of their assertions, both epistemically and emotionally. This study examined the occurrences of stance markers in each rhetorical move within the Introduction, Methods, Results and Discussion sections of forestry research articles. The corpus comprised 40 research articles randomly selected from five ISI journals in the forestry discipline. This study utilized Hyland's (2005) model of academic interactions and Kanoksilapatham's (2005) framework as analytical tools for identifying stance markers and the rhetorical structure of forestry research articles. The findings revealed differences in the distribution of these markers across the different sections and constituent rhetorical moves within the research articles. Overall, hedges and self-mentions emerged as the most prevalent stance markers in this study. Across sections, attitude markers and hedges predominated in the Introductions, while self-mentions and hedges were pervasively applied in the Methods sections. Boosters and attitude markers were common in the Results, and boosters along with self-mentions were notable in the Discussions. Finally, stance markers appear to play a fundamental role in shaping distinct argumentations across discourse communities, while effectively reflecting disciplinary voices. [ABSTRACT FROM AUTHOR]

Linguistic expressions of confusion, namely confusion markers, construe discrepancies between an academic author's prior knowledge and the information received. These emotive responses motivate knowledge-seeking behaviors to dissolve cognitive incongruities and are inherently connected with knowledge-making. Limited research has, however, examined how they partake in knowledge construction and dissemination in academic writing. Drawing on a frame-based analytical approach, this study investigated how an academic author's disciplinary background and time of publication may mediate the use of confusion markers in 640 research articles sampled from four disciplines. The corpus-based analyses were complemented by insights from 16 specialists to explore how considerations underlying their use of confusion markers shaped their academic writing. The findings indicated that the overall use of confusion markers changed over time and that disciplinary background and time of publication were significant predictors of several frame elements. The observed disciplinary and diachronic patterns of use can be explained in terms of epistemological orientations, developments in the academic world such as increasing disciplinary specialization and growing interdisciplinary research leading to a broadening of readership, and stiff competition in scholarly publication. [ABSTRACT FROM AUTHOR]

Copyright of Literatura y Lingüística is the property of Universidad Catolica Cardenal Raul Silva Henriquez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Lexical bundles (LBs) are frequent groups of words that appear repeatedly in different academic texts. A plethora of research has explored their distribution and usage in general, particularly in academic texts. However, to our knowledge, the extent of research investigating LBs in the discussion sections of Medical Research Articles (MRAs) is scant. The present study examined the diversity and density of four-word LBs in the discussions of 1400 MRAs. Four-word bundles totaling 413, including general and subject-bound LBs, were extracted using the freeware concordance software program AntConc and categorized based on their syntactic structures and discourse functions. The findings revealed that discussions structurally rely heavily on phrasal LBs (i.e., prepositional phrases and noun phrases) in general and subject-bound LBs compared to clausal bundles, which include VP-based and Clause-based LBs. Regarding functional categories, the general referential bundles with their subcategories were found to have the most considerable proportion in the medical RA genre. Given the importance of LBs in disciplinary writing and academic discourse, the findings could be instrumental in crafting suitable pedagogical materials and activities on general and subject-specific LBs for academic writing in English for Medical Purposes. [ABSTRACT FROM AUTHOR]

Copyright of Revista Signos is the property of Pontificia Universidad Catolica de Valparaiso and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to synthesize research studies on educational technology published in the Journal of Education Mahasarakham University during the year 2016-2020. The samples used in this study were 34 published research articles on educational technology. Research articles were analyzed by identifying quality and essence of each research article, synthesizing the essence of whole research article to reflect a larger picture of research on educational technology, and discussion of recommendations. There are 34 published research articles divided into 16 articles of 2016, 2 articles of 2017, 14 articles of 2018 and 2 articles of 2020. All of 34 research articles submitted for publication can be summarize results into 9 issues. The body of knowledge gained from research articles which is a body of knowledge on educational technology. [ABSTRACT FROM AUTHOR]

This study investigates how Chinese scholars in Applied Linguistics construct different authorial stances in their English and Chinese research articles (RAs) by using interactional metadiscourse comprising boosters, hedges, and self-mentions. A specially designed corpus of 22 Chinese and 22 English RAs written by the same group of Chinese scholars was compiled and examined for metadiscourse forms and functions. We found that (a) while the Chinese scholars employed similar frequencies of boosters in both their Chinese and English RAs, they used significantly more hedges in their English RAs than in their Chinese RAs; (b) while they used more boosters than hedges in their Chinese RAs, a reverse pattern was found in their English RAs; (c) they used significantly more self-mentions, particularly first-person pronouns in their English RAs, than in their Chinese RAs. These findings indicate that the same Chinese scholars have displayed different epistemic stances and authorial identities in their Chinese-medium and English-medium publications. [ABSTRACT FROM AUTHOR]

Given the importance of specialized vocabulary in scientific communication and academic discourse, there is a growing need to create wordlists to address the vocabulary-learning needs of university students and researchers in different subject areas. The current study analyzed a corpus of chemistry research articles (with 278 million running words) to establish a mid-frequency vocabulary list for this field. Using frequency, range, and dispersion criteria, the study identified 560 lemmas in the fourth to the ninth British National Corpus/Corpus of Contemporary American English (BNC/COCA) lists that provided 6.4% coverage of all words in the corpus. The list was validated using specialized and general corpora, and the results confirmed the value and relevance of the items for chemistry. Moreover, for using the list for pedagogical goals, the vocabulary items were divided into five bands based on their coverage and importance. The 100 words in the first band were the most important mid-frequent vocabulary in chemistry, as they provided 3.05% coverage. The study highlights the significant contribution of mid-frequency words in research articles and the findings have implications for using large corpora as a big data source in identifying specialized and field-specific vocabulary. [ABSTRACT FROM AUTHOR]

done by addressing a centrality claim (henceforth CC). However, very few studies examining research article introductions (henceforth RAI) examined further how authors attract readers to the importance of the research topic. This study aimed at investigating the types of CCs used in the RAIs published in local journals in English Language Education (henceforth ELE) with different Sinta values. Forty articles were chosen from four national accredited journals in LE for this study. The results showed that the most frequent appeals found in the RAIs are appeals to salience followed by appeals to problematicity and appeals to magnitude. This is reasonable because a piece of research should be on an important topic, because of a practical problem on a popular topic to attract readers to read the entire article. Also, although the difference is not significant the higher the Sinta value of a journal the higher the frequency of different appeals used by the authors in the introduction of the articles published in the journal. This suggests that to improve the attractiveness of an article, authors should use several different types of appeals in their RAIs. [ABSTRACT FROM AUTHOR]

The immense growth in online research publications has attracted the research community to extract valuable information from scientific resources by exploring online digital libraries and publishers' websites. The metadata stored in a machine comprehendible form can facilitate a precise search to enlist most related articles by applying semantic queries to the document's metadata and the structural elements. The online search engines and digital libraries offer only keyword-based search on full-body text, which creates excessive results. The research community in recent years has adopted different approaches to extract structural information from research documents. We have distributed the content of an article into two logical layouts and metadata levels. This strategy has given our technique an advantage over the state-of-the-art (SOTA) extracting metadata with diversified publication styles. The experimental results have revealed that the proposed approach has shown a significant gain in performance of 20.26% to 27.14%. [ABSTRACT FROM AUTHOR]

We aimed to examine the differences in articles, peer review and editorial processes in Medical and Health Sciences vs. Social Sciences. Our data source was Open Research Central (ORC) portal, which hosts several journal platforms for post-publication peer review, allowing the analysis of articles from their submission, regardless of the publishing outcome. The study sample included 51 research articles that had Social Sciences tag only and 361 research articles with Medical and Health Sciences tag only. Levenshtein distance analysis showed that text changes over article versions in social science papers were statistically significant in the Introduction section. Articles from Social Sciences had longer Introduction and Conclusion sections and higher percentage of articles with merged Discussion and Conclusion sections. Articles from Medical and Health Sciences followed the Introduction-Methods-Results-Discussion (IMRaD) structure more frequently and contained fewer declarations and non IMRaD sections, but more figures. Social Sciences articles had higher Word Count, higher Clout, and less positive Tone. Linguistic analysis revealed a more positive Tone for peer review reports for articles in Social Sciences and higher Achievement and Research variables. Peer review reports were significantly longer for articles in Social Sciences but the two disciplines did not differ in the characteristics of the peer review process at all stages between the submitted and published version. This may be due to the fact that they were published on the same publication platform, which uses uniform policies and procedures for both types of articles. [ABSTRACT FROM AUTHOR]

Using Hyland's (2000) model as a research tool and drawing on Hyland's (2005a) model of metadiscourse, this article presents a pragmatic two-level rhetorical analysis of the constituent moves within research article abstracts. It specifically zeroes in on the identification and mapping of the most frequently used metadiscourse markers signifying these moves. The findings highlight that Libyan authors employ interactive markers more often than interactional ones. Both quantitative and qualitative analysis of metadiscourse indicate that transitions, endophoric markers, and frame markers emerge as the dominant interactive categories. In contrast, interactional metadiscourse is predominantly represented by attitude markers, hedges, and boosters. Based on the findings, Move 1 features the highest frequency of metadiscourse markers, followed by Move 2. Notably, transitions stand out as the most prevalent category across all moves. This study carries pedagogical implications for academic writing practices among Libyan academic writers and students alike. Moreover, it enhances the existing body of research on the genre of research articles. [ABSTRACT FROM AUTHOR]

Research articles generate and disseminate disciplinary knowledge in a specific field of study. They are expected to be objective, faceless, and free from expressions of emotion. However, linguistic expressions of confusion that signal authors' affective attitude toward the propositional information are not uncommon in research articles. To determine and describe the dynamic changes that occurred in the deployment of such expressions in communicating disciplinary knowledge, this study examined linguistically expressed confusion in a corpus of 160 research articles in applied linguistics that were published in two periods separated by 30 years. Drawing on a frame-based analytical approach, this study revealed that time of publication was a robust predictor of academic authors' overall use of confusion markers and the presence of some subcategories across the four frame elements of the Confusion frame. This study sheds new light on the possibilities of applying frame semantics to academic discourse analysis. More importantly, it has pedagogical implications in terms of helping raise the awareness of novice writers about the necessity of acquiring a time-sensitive repertoire of discursive resources to convey an appropriate authorial identity for effective academic communication. [ABSTRACT FROM AUTHOR]

This case study tracks a multilingual writer's academic writing, in particular her engagement in the research article (RA) genre, over the course of four years as she moved along a trajectory from a novice graduate student to a confident disciplinary writer. The theoretical framework draws from academic literacies (Barton & Hamilton, 1998), highlighting practice and disposition (Bourdieu, 1990) as a way of understanding engagement with the RA genre. The findings, based on an analysis of interviews conducted with the participant, reveal three stages of the participant's development in her disposition toward the RA genre, all interspersed with affect. Each stage is illustrated through examples from the interviews. The study's longitudinal design provides a novel perspective that brings out a dynamic picture of the development of a graduate student writer. The findings are discussed in light of previous research and pedagogical implications are set out. [ABSTRACT FROM AUTHOR]

Research on academic stance and evaluation has been prolific over the past few decades. Few studies, however, have focused on exploring the evaluative potential of that-constructions in shaping the structure of academic arguments. To address this lacuna, the current study aimed at exploring the potential impact of the distinct communicative functions of the research article discussion on the way its argument structure is linguistically shaped through the utilization of evaluative that-structures in applied linguistics research article discussions. Textual analysis was carried out for identifying the forms and functions of that-clauses. The findings indicated that the subtleties of the writers' intended purposes depict themselves in the way they linguistically structure their arguments by taking advantage of the evaluative potential of that-clauses to specify the findings of their research, to specify the interpretations and implications of their findings, and to comment on the work of others. [ABSTRACT FROM AUTHOR]

Research articles generate and disseminate disciplinary knowledge in a specific field of study. They are expected to be objective, faceless, and free from expressions of emotion. However, linguistic expressions of confusion that signal authors' affective attitude toward the propositional information are not uncommon in research articles. To determine and describe the dynamic changes that occurred in the deployment of such expressions in communicating disciplinary knowledge, this study examined linguistically expressed confusion in a corpus of 160 research articles in applied linguistics that were published in two periods separated by 30 years. Drawing on a frame-based analytical approach, this study revealed that time of publication was a robust predictor of academic authors' overall use of confusion markers and the presence of some subcategories across the four frame elements of the Confusion frame. This study sheds new light on the possibilities of applying frame semantics to academic discourse analysis. More importantly, it has pedagogical implications in terms of helping raise the awareness of novice writers about the necessity of acquiring a time-sensitive repertoire of discursive resources to convey an appropriate authorial identity for effective academic communication. [ABSTRACT FROM AUTHOR]

Argumentation has remained under-researched in studies analyzing academic journal publications despite its importance in academic writing. This paper reports a study in which we investigated stereotypical argumentative trends, lexico-grammatical features, and interactional metadiscourse markers in 354 research article free-standing discussion sections from the journal of ESP over forty years. The field of ESP was chosen because of its maturity, which has given substance to a dynamic ground for arguments. We drew on the pragma-dialectical approach to analyzing argumentations in the corpus. Findings indicated that due to the argumentative nature of the discussion section, certain argumentative trends recurred more often. The analysis of the lexico-grammatical features and metadiscourse markers of the standpoints also showed patterns of variability over time. The study concludes that it is imperative to incorporate relevant facets from various argumentation models to construct a comprehensive argumentation theory and gain deeper insights into argumentation in academic writing. [ABSTRACT FROM AUTHOR]

Copyright of Linguagem em (Dis)curso is the property of Revista Linguagem em (Dis)curso and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Colombian Applied Linguistics Journal is the property of Colombian Applied Linguistics Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the recent decades the interpersonal nature of written academic communication has been widely studied in various linguistic/cultural contexts, including Lithuanian. To gain new insights into how knowledge is negotiated interpersonally in Lithuanian scientific texts, the present paper explores the distribution and use of interactive and interactional features of metadiscourse in Lithuanian research articles in a single discipline, i.e., linguistics. For the classification of metadiscourse resources, the study employs the interpersonal model of metadiscourse (Hyland 2005a). Based on the analysis of 30 Lithuanian research articles in the field of linguistics, this exploratory investigation reveals rhetorical strategies utilized by professional authors to construct a coherent text and engage their audiences in the chosen disciplinary domain. The dominance of interactive metadiscourse features over interactional ones in the corpus examined shows that Lithuanian authors of research articles in linguistics are generally more concerned with organizing discourse and guiding readers through the text than with expressing attitudes and commitment to their arguments. The most common interactive resources are transitions and evidentials, and the most frequent interactional devices include boosters, engagement markers, and hedges. The analysis offers a number of methodological steps necessary for applying the interpersonal model of metadiscourse to Lithuanian data, and complements numerous investigations into Lithuanian academic discourse by illustrating and discussing the writer-reader interaction in linguistics in a larger corpus. [ABSTRACT FROM AUTHOR]

The study examined content structuring of final year project reports and theses in design and formulate a conceptual model of the content structure of the exegesis to accompany creative work. The study involved analysis of the Malaysian Qualifications Agency's specifications for design as a sub-discipline of creative arts and the theses writing guidelines of two Malaysian universities offering creative arts academic programmes. The results showed recommendations on the conventional social science thesis structure with some space for the design processes. In addition, the analysis of eleven creative arts theses revealed confusion on the content structuring and student weaknesses in amassing research findings to contextualize the creative work. Based on the results, a conceptual model of creative arts exegesis with separate chapters for 'Proposed final product and human factor issues' and 'Intellectual property documentation' was formulated and validated by creative arts lecturers. The exegesis model which builds in design processes and research processes would resolve issues on unclear expectations in creative arts students' theses and elevate the significance of the creative work. [ABSTRACT FROM AUTHOR]

Copyright of Revista Lengua y Habla is the property of Universidad de Los Andes, Centro de Investigacion y Atencion Linguistica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of El-Bahith is the property of University of Kasdi Merbah Ouargla and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Inönü University International Journal of Social Sciences / İnönü Üniversitesi Uluslararası Sosyal Bilimler Dergisi (INIJOSS) is the property of Inonu University International Journal of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Argentinian Journal of Applied Linguistics is the property of Federacion Argentina de Asociaciones de Profesores de Ingles and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article seeks to contribute to the body of research on the formulaicity of academic written English by adopting a text-internal perspective on the use of lexical bundles across four main rhetorical sections (i.e. Introduction, Method, Results, Discussion) of research articles in public health. The corpus linguistic approach was adopted to explore a section-coded corpus of 200 research papers published in high impact journals with the aim of identifying salient shared and section-specific 4-word bundles, calculating their respective frequencies as well as classifying them structurally and functionally. The results show that the Method is the most formulaic section, containing the greatest number of bundles, including those most frequent and section-specific ones. The sections also differ in the extent to which they exploit the distinct structural and functional categories of shared bundles to fulfill their individual communicative needs. [ABSTRACT FROM AUTHOR]

This research investigates how professional authors construct their authorial identities in English research articles (RAs). Sixty research articles were selected from three disciplines, biology, linguistics, and medicine, published by native and non-native authors in reputable international journals. First-person references in the articles were analyzed qualitatively and quantitatively with the help of corpus linguistic methods to examine the identities they were used to express, their density, and their cross-cultural and crossdisciplinary variation. The findings showed that native and non-native authors frequently employed authorial references in their English RAs. The results showed striking similarities in the density of authorial references and the identities they express in the RAs published by both groups. However, there was a significant difference in authorial references and identities by these groups of authors across different disciplines, with the hard sciences employing significantly more frequent authorial references than the soft sciences. The findings suggest that while research publication at the highest level does not seem to affect the construction of authorial identities, disciplinary practices significantly affect authorial identity construction. It is argued that authorial references may be an essential feature of written academic interaction at the highest level. They allow authors to create identities serving as humble servants to seek cooperation and emphasize solidarity with their disciplinary communities and as knowledge originators to stress personal contribution to their respective disciplines. [ABSTRACT FROM AUTHOR]

The volume of academic literature, such as academic conference papers and journals, has increased rapidly worldwide, and research on metadata extraction is ongoing. However, high-performing metadata extraction is still challenging due to diverse layout formats according to journal publishers. To accommodate the diversity of the layouts of academic journals, we propose a novel LAyout-aware Metadata Extraction (LAME) framework equipped with the three characteristics (e.g., design of automatic layout analysis, construction of a large meta-data training set, and implementation of metadata extractor). In the framework, we designed an automatic layout analysis using PDFMiner. Based on the layout analysis, a large volume of metadata-separated training data, including the title, abstract, author name, author affiliated organization, and keywords, were automatically extracted. Moreover, we constructed a pre-trainedmodel, Layout-MetaBERT, to extract the metadata from academic journals with varying layout formats. The experimental results with our metadata extractor exhibited robust performance (Macro-F1, 93.27%) in metadata extraction for unseen journals with different layout formats. [ABSTRACT FROM AUTHOR]

Copyright of Studies about Language / Kalbu Studijos is the property of Studies about Language / Kalbu Studijos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study expounds how the analysis of move and transitivity in the method, result, and discussion sections contributes to the advancement of novice writers' writing skills by providing a writing pattern applied when composing research articles. To this aim, a qualitative approach with descriptive technique is employed to encapsulate and explain the phenomena being studied. The data are the method, result, and discussion sections of research articles (RAs) drawn from top tier journals categorized as language and linguistics and analyzed based on macro structure (move and steps) and micro structure (transitivity). The results indicate that 11 moves and 38 steps discovered, in detail, these consist of three moves and 15 steps in method, four moves and 10 steps in result, and four moves and 13 steps in discussion. As for the successions of the move steps, few inter-move step shifts observed. This is in contrast with the outer-move step shifts that commonly occurred. Meanwhile, the outcomes of the transitivity analysis suggest that there are six processes revealed including material, relational, verbal, mental, existential, and behavioral consecutively with material dominating and behavioral the fewest. The results of the present study may supplement the teaching materials reside in English for a research purpose. [ABSTRACT FROM AUTHOR]

The article deals with metadiscourse variation in academic texts across disciplinary boundaries. Its main focus is on the distribution of metadiscourse markers in Russian-authored academic prose in the field of applied linguistics and engineering. The study assumes that the distribution of metadiscourse devices is determined by disciplinary norms. The theoretical basis of the study is Hyland's taxonomy of metadiscourse markers. With the aim of investigating metadiscourse in English-medium research article (RA) abstracts by Russian authors, the present study adopted a combination of quantitative and qualitative methods. The results revealed that RA abstracts feature four types of metadiscourse markers whose distribution varies across two disciplines representing the humanities and hard sciences. The study also investigated the degree of familiarity of linguistics and engineering scholars from leading Russian universities with metadiscourse devices and their awareness of the need to use them in research articles. To achieve this goal, a survey was conducted to obtain data on knowledge of metadiscourse as a discursive strategy. The findings carry therefore pedagogical implications for academic writing course designers and instructors and can enhance non-native English writers' knowledge of academic writing conventions in the discipline. [ABSTRACT FROM AUTHOR]

This paper presents a study of modal verbs with dynamic meaning for the expression of possibility in the tourism research article in the introduction and conclusion sections of the article. The main aim of this paper is then to analyse these dynamic modal verbs in a corpus of scientific journals in the discipline of tourism. It is understood in this study that dynamic modal verbs contribute to defining the speaker's point of view. In this sense, this analysis will determine which section has the highest frequency of dynamic modal forms. Furthermore, the functions that these modal verbs fulfil in the sections under study will be highlighted, according to the context in which these forms are found. [ABSTRACT FROM AUTHOR]

While numerous studies have scrutinized the rhetorical structures of Research Articles (RAs) through move analysis, it appears that Move Recycling (MR) across RA sections has received little attention. The current study sought to fill this gap by investigating whether the recycling of Objective move (study purposes/questions/hypotheses) in RA Discussion sections, which was previously used in the Introduction, is vulnerable to disciplinary differences. To achieve the study's objective, 600 English RAs published between 2006 and 2018 in six Soft Science disciplines, with an equal number in each discipline were selected. The move model developed by Weissberg and Buker (1990) served as a road map for analyzing RAs. After identifying the Objective move in RA Introductions, the frequency of its recycling in RA Discussions was calculated and compared across disciplines. The data analysis revealed that disciplinary variations do not result in variations in the recycling of this move in the RA Discussions. It was concluded that the recycling of the Objective move has been established in the sample RA Discussion sections toachieve certain rhetorical functions. The findings may help students, novice researchers, and English for Academic Purposes (EAP) writing instructors understand how Objective move spans in Soft Science RA Discussions. [ABSTRACT FROM AUTHOR]

For a research article (RA) to be accepted, not only for publication, but also by its readers, it must display proficiency in the content, methodologies and discourse conventions of its specific discipline. While numerous studies have investigated the linguistic characteristics of different research disciplines, none have utilised Social Network Analysis techniques to identify communities prior to analysing their language use. This study aims to investigate the language use of three highly specific research communities in the fields of Psychology, Physics and Sports Medicine. We were interested in how these language features are related to the total number of citations, the eigencentrality within the community and the intra-network citations of the individual RAs. Applying Biber's Multidimensional Analysis approach, a total of 771 RA abstracts published between 2010 and 2019 were analysed. We evaluated correlations between one of three network characteristics (citations, eigencentrality and in-degree), the corpora's dimensions and 72 individual language features. The pattern of correlations suggest that features cited by other RAs within the discourse community network are in almost all cases different from those that are cited by RAs from outside the network. This finding highlights the challenges of writing for both a discipline-specific and a wider audience. [ABSTRACT FROM AUTHOR]

This study is an extension of previous research on how writers of research articles (RAs) structure their texts to be coherent in the process of achieving communicative purposes of the RA genre. It examines how RA writers relate sentences in establishing a niche for their studies in the introduction section. Genre analysis methods and Rhetorical Structure Theory are used to analyse 40 applied linguistics RA introductions. The findings show that the RA writers who establish a niche by indicating a gap in previous research tend to use a concessive or contrastive relation to relate the gap statements to the descriptions of previous studies. The writers who establish a niche by indicating how their studies would extend previous research in the field tend to use a background relation to claim a niche based on the specific studies. The writers who indicate a real world problem for the niche establishment tend to use a background relation to reveal a niche based on contextual information surrounding the problem. Possible reasons for the selection of the relations are discussed in terms of the influence of the nature of the RA genre and/or the applied linguistics discipline. [ABSTRACT FROM AUTHOR]

The study at hand aims to investigate Algerian researchers’ perceptions of the importance of writing research articles for publication in international English medium journals, along with the incentives and disincentive influencing this process, and the challenges they encounter. To reach these aims, a survey is conducted with twenty six Algerian lecturers from three different fields of study using an online questionnaire created in Google Forms. The vast majority of the participants rate writing research in English as of great importance and they opt for different incentives influencing their decision to publish in international English medium journals, but they perceive themselves to be disadvantaged by their non-native status as the degree of their perceived difficulty of writing scientific articles in English is very high. This study highlights the correlation between the mastery of English as a principal prerequisite in the respondents’ fields of study and the use of English as an indispensable key to communicate their research results to the global scientific community. It then ends up with some strategies to be taken by higher education institutes to address this issue from different standpoints. [ABSTRACT FROM AUTHOR]

The editors of EurJIC give a brief overview of the highlights of 2021 and take great pleasure in introducing their Early Career Advisory Board, whilst giving thanks to board members, authors, reviewers, readers and friends for their support of the European Journal of Inorganic Chemistry. [ABSTRACT FROM AUTHOR]

Copyright of Journal of English for Research Publication Purposes is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article examines the disciplinary preferences of medical and psychology writers of research articles (RAs) in the use of epistemic lexical verbs (ELVs), regarding their frequency, prominence, distribution across the RA sections, and recurrent phraseology. The results show that disciplinary affiliation affects these phenomena, as more ELVs are found in psychology than in medicine. Both groups prefer speculative judgements and quotative evidence and most frequently use ELVs in Discussions. Yet, psychology authors are more balanced in their preferences and rely on a wider selection of frequent ELVs which are often combined with self-mention. Medical authors are more inclined towards deductive ELVs. Disciplinary differences are also observed in the choice of the specific ELVs, their frequency distributions and phraseology in the distinct RA sections. [ABSTRACT FROM AUTHOR]

This paper examines the role of interactive metadiscourse in a representative corpus of digitalised, open access social science empirical research articles from the Economics and Law disciplines. Both distributional and functional analyses of interactive metadiscourse resources support a continuum of qualitative and quantitative empirical research analysis methods as necessary to regulate mechanisms for discipline- and culture-oriented knowledge practices in the genre. This study aims to provide a greater understanding of metadiscourse in this incrementally digitalised form of scholarly writing. [ABSTRACT FROM AUTHOR]

Copyright of Çankaya University Journal of Humanities & Social Sciences is the property of Cankaya University Journal of Humanities & Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Argumentation in writing research articles is very crucial for showing the position of authors in a certain science field, but the social and humanity authors are still lower in skill for argumentation. This research investigated the using and impact of the Genre Based Approach (GBA) in training and mentoring of Research Article writing in improving the skill of argumentation in writing RA. The aim of this study is to describe the activity of learning and teaching by using GBA in training and mentoring of writing RA for social and humanity authors and the impact of this training and mentoring on the skill of argumentation in RAs writing. The material and steps of learning and teaching activity are adapted and modified from Widodo (2006) who stated that the rule of GBA is to prepare, focus, task, evaluate and elaborate. Moreover, Ferris & Hedgcock (2005) also explained that GBA is started from joint construction and independent construction stages when students start to write. The instruments of this research were direct observation and RAs draft analysis. Direct observing is also conducted to record every side of GBA design for teaching writing articles. To find the effect of GBA in training and mentoring to improve argumentative skills, the content analysis to the draft of RAs is conducted. The Result shows that the first the activity of training and mentoring writing RAs by using GBA to improve argumentation skills can be described from prepare, focus, task, evaluate and elaborate. The second finding shows that the participants have competence in writing argumentative for each section of RAS. Thus, it can be concluded that GBA in training and mentoring to write RAs is effective to improve argumentative skills in writing class especially writing RAs class. [ABSTRACT FROM AUTHOR]

Swales’ (1990) Creating a Research Space (CARS) model has spawned a large number of studies focusing on investigations of research article introductions (RAIs), and the reports have given meaningful contributions to guide novice and non-native authors in writing English RAIs. However, the investigation of authors’ research gap strategies in RAIs has so far received little attention. Also, the previous investigations do not account for the way such strategies are applied across the Scopus journal quartiles (i.e., Q1, Q2, Q3, & Q4). Therefore, this study is undertaken to investigate the research gap strategies used by authors who published their research articles (RAs) in Scopus-indexed journals. The strategies found were, then, compared seen from the Scopus journal quartile lens. Forty RAs from eight Scopus-indexed journals in the field of English Language Teaching (ELT) were randomly collected and analyzed using Swales’ (1990) framework, taking into account the insights proposed by Lim (2012) and Kwan, Chan, and Lam (2012). The findings reveal that the authors use five research gap strategies to present their research gaps in their ELT RAIs. The comparative analysis shows that there are differences and similarities in using research gap strategies across the quartiles. The findings of this study can assist non-native and novice authors to achieve visibility worldwide by giving closer attention to how to present research gaps using several research gap strategies in RAIs. [ABSTRACT FROM AUTHOR]

The present study looked closely at the niche establishments in the introduction sections of English research articles written by Thai authors and published in local Thai journals and compared them to those found in introduction sections written by non-Thai authors published in international and high indexed journals. Each of the two corpora contains forty introductory sections. The analysis was based on the frameworks of Swales (2004) and Lim (2012). It was found that the use of niche establishments in the international corpus was higher than that in the Thai corpus. In the Thai corpus, "Stressing insufficient research" was the highest strategy, but "Revealing methodological limitations" was completely absent. It is expected that the results will provide practical guidance for novice writers to write their research introduction sections with informative and convincing niche establishments and, to some extent, the results should also benefit English writing classes, especially in Thailand. [ABSTRACT FROM AUTHOR]

Research on lexical bundles has shed much light on disciplinary influences on the employment of these multi-word expressions in academic discourse, particularly in research articles. Little work, however, has been done on how research paradigms may impact on lexical bundles in academic discourse. This study aims to investigate the extent to which lexical bundles vary in quantitative, qualitative and mixed methods research articles across two disciplines. All four-word lexical bundles were extracted from a specially built corpus of research articles and were analysed for their linguistic structures and discourse functions. The data analyses revealed marked structural and functional variation between different research paradigms and disciplines. Across paradigms, the quantitative articles differed from the qualitative articles by employing significantly more verb phrase bundles and participant-orientated functions whereas the qualitative articles employed significantly more prepositional phrase bundles and text-orientated functions. Across disciplines, the mixed methods articles in education employed significantly more noun phrase bundles and research-orientated functions, whereas the mixed methods articles in psychology used more prepositional bundles and text-orientated functions. These paradigmatic and disciplinary differences in lexical bundles are explained by examining the underlying perceptions of knowledge and knowledge-making practices in different research paradigms and disciplines. [ABSTRACT FROM AUTHOR]

The abstract is one of the most important sections in a research article (RA) because it is the first section researchers read to determine whether it is relevant to their research. The abstract provides an overview or summary of the entire article. In the dentistry discipline, the RA abstract can either be structured using headings or written as a summary. However, subdisciplinary investigations of intradisciplinary (within the same discipline) variations of move structures in dentistry RA abstracts are lacking. This study aimed to investigate the prototypical rhetorical move structure realizations of 119 English RA abstracts in eight dentistry disciplines: Oral Sciences, Periodontics, Restorative Dentistry, Endodontics, Operative Dentistry, Prosthodontics, Oral and Maxillofacial Surgery, and Orthodontics. It also aimed to investigate whether there are any intradisciplinary variations and/or similarities between the eight dentistry subdisciplines in terms of move sequence and length. The findings showed a lack of intradisciplinary variations in the rhetorical four-move structure (Purpose-Method-Result-Conclusion) across the eight dentistry subdisciplines. The Introduction/Background move was not present in all the dentistry subdisciplines; therefore, it is optional in five subdisciplines but conventional in the Oral Sciences, Endodontics, and Oral and Maxillofacial Surgery subdisciplines since its occurrence exceeded 60 per cent of investigated RA abstracts of those subdisciplines. The analysis of the move lengths indicated the importance of the Methods and the Results moves in dental research discourse because each move constituted over 25 per cent of text space. The findings revealed the importance of drawing learners' attention to the research gap when establishing the context for a study. Future studies may employ the proposed move-analysis model for RA abstract analyses in other academic disciplines. [ABSTRACT FROM AUTHOR]