This current paper presents the findings of move analysis of conference abstracts from the British Association for Applied Linguistics (BAAL). Reviewing different core perspectives of move analysis such as Biber et al. (2007); Swales (1981, 1990); Santos (1996), the paper employed suitable approaches namely Biber et al. (2007) for move identification and Santos (1996) for the analysis of moves in order to examine common linguistic features identified in the moves that are used to serve the social and communicative purpose of conference abstracts. The findings revealed that moves 1 (situating the research), 2 (presenting the research), and 3 (describing the methodology) are frequently included in the conference abstracts, whereas moves 4 (summarizing the results) and 5 (discussing the research) can be less frequent. It is concluded that this persuasive writing genre possesses 3 obligatory or strongly prototypical moves and 2 optional ones. Finally, some pedagogical implications are derived from the findings to inform further practice with regard to teaching and learning English for Academic Purposes (EAP) in second and foreign language learning contexts.
In-depth research on Second Language Acquisition (SLA) has shed light on different factors affecting learners� process of learning an additional language (AL). The well-researched factors may include age, inter-linguistic influences, language aptitude, cognition, motivation, and so forth. This case study report compares two adult learners� language learning experiences from social and cognitive SLA perspectives. The key findings reveal that both of the learners mostly relied on three significant factors such as motivation, learners� identity and inter-linguistic influences to acquire the language. From the findings, the paper then suggests some pedagogical implications to maximize the effectiveness of English classroom practices.
The present paper analyses conversational strategies employed by the interviewer on a New Zealand radio programme from conversation analysis (CA) perspective. This study employs a documentary method of interpretation in order to seek answer(s) to the research question. Specifically, Sacks, Schegloff and Jefferson’s (1974) model of conversation analysis was adopted to explore turn-taking strategies used in the interview. The analysis reveals that the interviewer employed a variety of turn-taking strategies such as signaling the end of turn, holding a turn, asking a question, self-selection and “prosodic features” (ibid.) to achieve the purpose of the interview. The findings of this study suggest several potential CA-informed pedagogical implications for English language teaching classroom.
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