English language teaching
Hassan Soodmand Afshar; Shadi Donyaie
Abstract
Despite its importance, a review of the related literature reveals not many studies have examined criticality in EAP. Accordingly, in the present study, whether critical approaches were followed in Iranian EAP classes were investigated among EAP teachers and students based on Benesch (1993). To do so, ...
Read More
Despite its importance, a review of the related literature reveals not many studies have examined criticality in EAP. Accordingly, in the present study, whether critical approaches were followed in Iranian EAP classes were investigated among EAP teachers and students based on Benesch (1993). To do so, 40 EAP teachers and 150 EAP students were selected based on convenience sampling. The study drew on both qualitative and quantitative approaches as the participants completed a researcher-made questionnaire and attended an interview. The quantitative and qualitative data were analyzed through descriptive statistics and independent-samples t-tests and inductive content analysis respectively. The quantitative results indicated that Iranian EAP classes (from both teachers and students’ views) suffered low levels of criticality and that there was a significant difference between teachers’ and students’ perspectives on the existence of criticality in EAP classes. The qualitative findings also confirmed EAP teachers’ low familiarity with criticality in EAP courses. The inhibitors and facilitators in the journey towards criticality were finally identified based on the teachers’ perspectives.
Abbas ali Rezaee; Nasrin Sayfouri
Volume 1, Issue 212 , December 2008, , Pages 135-160
Abstract
During recent decades publishing articles in academic journals has become a worldwide urge for all members of academia. There is, however, a widespread belief according to which more value is given to the articles published in internationally-recognized, high standard journals. An issue raised in this ...
Read More
During recent decades publishing articles in academic journals has become a worldwide urge for all members of academia. There is, however, a widespread belief according to which more value is given to the articles published in internationally-recognized, high standard journals. An issue raised in this regard is whether the articles published in highly prestigious journals are remarkably different from those published in other journals as far as their contents and rhetorical styles are concerned. Taking the organization of information/moves into account, the present study seeks the probable differences existing between the two groups of 32 research articles (RAs) randomly selected from among Iranian ISI and non-ISI medical journals in English, published between January 2008 and February 2009, through analyzing the Introduction and Discussion sections of these articles based on the model presented by Nwogu (1997). The results of Mann-Whittney U and correlational tests revealed that Moves and Sub-moves have been exploited with quite similar frequencies in the two sets of the articles. The frequent use of Moves/Sub-moves in the sections not commonly stated in the literature, use of meta-discourse markers in the corpus, some marked implications of the findings of ESP genre analysis of RAs as well as some other findings have also been discussed