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English research articles versus MA theses in applied linguistics: comparing the move structure and metadiscourse features in the results and discussion sections

  • Yitong Guo

    Yitong Guo received her PhD in applied linguistics from Shanghai International Studies University and is currently a lecturer at Liaoning Normal University. Her research interests include English for Academic Purposes and discourse analysis.

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    and Haiming Xu

    Haiming Xu received his PhD in applied linguistics from Nanjing University and is currently a professor at Shanghai International Studies University. His research interests include second language writing and interpreting studies.

Published/Copyright: April 11, 2024

Abstract

This study compares the move structure and metadiscourse features of the results and discussion sections in English research articles and MA theses in applied linguistics. We collected 31 results and discussion sections in English research articles by expert writers and 31 MA theses in English by Chinese students. The quantitative analysis found notable differences in opening and closing moves, move frequency, move sequence, and the distribution of metadiscourse markers across moves. For example, M3S2 (comparing results with literature) and M3S3 (accounting for results) occurred more frequently in research articles. Frame markers occurred more frequently across M2 (reporting results) in MA theses. We also employed the qualitative approach to demonstrate the differences between these seemingly similar genres based on the textual analysis of data. The following possible reasons behind the differences were identified: the writing requirements, purposes, the writers’ prior learning and writing experience, English proficiency, and genre knowledge as well as the audiences. The findings not only provide insights into the interaction between move and metadiscourse, but also have implications for the learning and teaching of academic writing.


Corresponding author: Yitong Guo, School of Foreign Languages, Liaoning Normal University, 850 Huanghe Road, Shahekou District, 116029, Dalian, Liaoning, China, E-mail:

About the authors

Yitong Guo

Yitong Guo received her PhD in applied linguistics from Shanghai International Studies University and is currently a lecturer at Liaoning Normal University. Her research interests include English for Academic Purposes and discourse analysis.

Haiming Xu

Haiming Xu received his PhD in applied linguistics from Nanjing University and is currently a professor at Shanghai International Studies University. His research interests include second language writing and interpreting studies.

Appendix

We only listed the MA theses and the RAs mentioned in the examples. Pseudonyms were assigned to the writers of the MA theses to protect their privacy and confidentiality.

MA1: Li, Lin. 2016. A survey into pre-service teacher beliefs of postgraduates of English language and literature and English education major: A case study of three universities in Shanghai. Shanghai: SHFL University MA thesis.

MA3: Chen, Li. 2016. Impact of automated writing scoring systems on writing self-efficacy and writing ability of college EFL learners: A case study of juku pigai automated writing scoring system. Shanghai: SHFL University MA thesis.

MA5: Xu, Jin. 2016. Study of business English undergraduates’ needs based on needs analysis. Shanghai: SHFL University MA thesis.

MA19: Zhao, Meng. 2018. A correlative research on English listening beliefs and strategies of middle school students: A case of a high school in Fujian. Shanghai: SHFL University MA thesis.

MA28: Liu, Li. 2019. A study on the anxiety of pre-service English teachers. Shanghai: SHFL University MA thesis.

RA3: Durrant, Philip. 2017. Lexical bundles and disciplinary variation in university students’ writing: Mapping the territories. Applied Linguistics 38(2). 165–193.

RA4: Schroeder, Scott R., Tuan Q. Lam & Viorica Marian. 2017. Linguistic predictors of cultural identification in bilinguals. Applied Linguistics 38(4). 463–488.

RA14: Nakatsukasa, Kimi. 2016. Efficacy of recasts and gestures on the acquisition of locative prepositions. Studies in Second Language Acquisition 38(4). 771–799.

RA15: Graham, Calbert R. & John N. Williams. 2018. Implicit learning of Latin stress regularities. Studies in Second Language Acquisition 40(1). 3–29.

RA17: Jung, Jookyoung & Andrea Révész. 2018. The effects of reading activity characteristics on L2 reading processes and noticing of glossed constructions. Studies in Second Language Acquisition 40(4). 755–780.

RA18: Révész, Andrea, Marije Michel & Minjin Lee. 2019. Exploring second language writers’ pausing and revision behaviors: A mixed-methods study. Studies in Second Language Acquisition 41(3). 605–631.

RA21: Levis, John M., Sinem Sonsaat, Stephanie Link & Taylor Anne Barriuso. 2016. Native and nonnative teachers of L2 pronunciation: Effects on learner performance. TESOL Quarterly 50(4). 894–931.

RA28: Uchihara, Takumi & Tetsuo Harada. 2018. Roles of vocabulary knowledge for success in English-medium instruction: Self-perceptions and academic outcomes of Japanese undergraduates. TESOL Quarterly 52(3). 564–587.

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Received: 2023-03-23
Accepted: 2024-03-18
Published Online: 2024-04-11
Published in Print: 2025-03-26

© 2024 Walter de Gruyter GmbH, Berlin/Boston

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