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Showing 2 results for Discipline
Mahmood Reza Atai, Maryam Nasseri,
Volume 13, Issue 2 (9-2010)
Abstract
Informal fallacies of argumentation as pitfalls of reasoning appear frequently in students' written texts, specially EFL / ESL Learners' argumentative essay writings. The present study examines whether gender could be considered as a determining factor influencing Iranian advanced EFL learners' argumentative writings with regard to informal fallacies of argumentation. The corpus comprised of argumentative essays written by 120 Iranian male and female English language learners. The participants’ age and discipline were also included as independent variables. Nine major categories of informal fallacies were examined in learners’ texts and the observed frequencies were analyzed using MANOVA. The results of the Multivariate Tests for all independent variables and /or their interactions indicated no significant differences for the overall informal fallacies. However, three separate instances of differences were observed. Finally, the findings of the present are discussed in relation to the previous literature and some implications of the study are suggested.
Esmat Babaii, Mahmood Reza Atai, Leila Shoja,
Volume 19, Issue 2 (9-2016)
Abstract
| Several studies have employed the theme-rheme construct to examine the generic profile of research articles (RAs). However, they have mostly focused on the subject matter and nature of disciplines, and other disciplinary characteristics as contextual factors which can impact the genre realization have not been considered in the discourse analysis research. This work, therefore, investigates thematic choices and thematic progression patterns in the RA in relation to the status of disciplines as well-established or emerging fields. To this end, a corpus of 240 RAs of mechanical engineering, biomedical engineering, horticulture, and environmental science were analyzed using Halliday’s (1994) framework of thematicity and McCabe’s (1999) model of thematic progression (TP). The results showed significant differences in the distributions of unmarked and marked themes as well as the patterns of thematic progression between the well-established and emerging disciplines. Based on the findings of this study, we suggest further consideration of the status of disciplines in discourse studies which can serve disciplinary research and contribute to the body of research on science. |
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