A contrastive study on the macro-structrure and metadiscoursal features of the introduction section in the English L1 and Chinese L2 research articles
This paper reports a contrastive study on the rhetorical structures and metadiscourse resources used in the introduction section of research article genre in two different cultural contexts – English L1 texts by natives and L2 texts by Chinese speakers. The researcher examined RA introductions in th...
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| Format: | text |
| Language: | English |
| Published: |
Animo Repository
2012
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| Subjects: | |
| Online Access: | https://animorepository.dlsu.edu.ph/etd_masteral/7168 |
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| Institution: | De La Salle University |
| Language: | English |
| Summary: | This paper reports a contrastive study on the rhetorical structures and metadiscourse resources used in the introduction section of research article genre in two different cultural contexts – English L1 texts by natives and L2 texts by Chinese speakers. The researcher examined RA introductions in the field of Applied Linguistics by adopting Swales’ (1990, 2004) CARS Model and Hyland’s (2005) metadiscourse model as investigative tools. Through an analysis of 100 RA introductions, the study found that not only at the macro level but at the micro level, English writers seem to be more sophisticated than Chinese writers in the realization of genre structures and metadiscourse categories. Overall, English writers display a statistically significant higher inclusion of both moves (steps) and metadiscourse categories than Chinese writers. The distinctive feature of Chinese L2 texts is their lower use of topic generalization (Move 1 step 2), indicating a gap (Move 2 step 1A) and presenting positive justification (Move 2 step 2), and insufficient use of self mention, as well as engagement markers. These major differences identified between groups are most likely to be attributed to socio-cultural factors, that is, Confucian Thought and Collectivism in China, and Aristotelian Philosophy and Individualism in western countries. Therefore, Chinese L2 texts tend to display a less elaborate but more implicit version than L1 texts. The results gained from this study can help teachers devise relevant EAP teaching materials for Chinese writers to develop their writing skills and meet the expectations of native-English speaking readers. |
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