Writing Introduction Sections of Research Articles in Applied Linguistics: Cross-Linguistic Study of Native and Non-Native Writers

Abstract

Genre studies allow researchers to observe the repeated communicative functions and their linguistic components in different genres (Brett, 1994). Writing the introduction section is a tough and burdensome task for both native and non-native speakers (Swales & Feak, 1994). Hence, the present study aimed to investigate the generic organization of English research article introductions written by native English and Iranian non-native speakers of English. A total of 160 published articles were selected from established journals in Applied Linguistics. Following Swales' (2004) Create A Research Space (CARS) model, the researchers analyzed the articles for their specific generic patterns. Findings displayed that native English writers used significantly more strategies than Iranian non-native speakers of English, yielding richer texts. The findings of the present study contribute to the current knowledge of cross-cultural studies in academic writing to non-native English speakers in general and to non-native English novice writers in particular. Built on Swales' (2004) CARS model, the study describes how introduction sections are developed in English by native and non-native speakers, offering insights into ESP/EAP writing pedagogy.

Establishing a Niche in Research: Rhetorical Strategies in Undergraduate and Postgraduate Writings in the Department of English, University of Cape Coast

“…Step 3 Indicating RA structure Fig. 1 Creating a research space (CARS) model (Swales, 1990: 141) Almost all studies that have investigated the introduction section of RAs (e.g., Adika, 2014;Coker & Coker, 2012;Davies, 2014;Farnia & Barati, 2017;Zainudden & Shaari, 2017) employed the CARS model, either in its original state or modified form. The model has been found to be a viable tool for investigating rhetorical structures of academic writings.…”

“…Philippines research introductions also showed extremely first choice utilisation of "Indicating a gap" strategy (Porras & Ingilan, 2017). In another jurisdiction, whereas Parsa and Tahririan (2017) reported that native speakers of Persian prefer "Indicating a gap" as their second-best choice in presenting the niche of their introductions, different studies found this same strategy as the writers" first choice (Farnia & Barati, 2017;Mahzari & Maftoon, 2007;Nimehchisalem et al, 2016). In Wuttisrisiriporn"s (2017) comparative study of Thai and American MA theses, "Indicating a gap" was the second-choice rhetorical strategy of the students.…”

“…Generally, writers" use of "Question-raising" appear infrequent as compared to the other strategies in establishing a niche in the introductions of research works. For instance, different studies indicate that postgraduate students rarely use this strategy in Spain (Salom et al, 2008), in Malaysia (Zainudden & Shaari, 2017) and in the Iranian context (Farnia & Barati, 2017;Mahzari & Maftoon, 2007). The infrequent or non-usage of this strategy is not only found in the non-native context only, but also in native speakers of English context (e.g., Farnia & Barati, 2017;Mahzari & Maftoon, 2007;Wuttisrisiriporn, 2017).…”

“…Consequently, novice writers require the knowledge of best practices in problematising their problem in a RA, because the introduction section of research work poses serious challenges to writers (Afful, 2008;Bhatia, 1993;Suryani et al, 2015;Swales, 1990). Studies on the introduction section of RAs have focused mainly on its generic structure (e.g., Coker & Coker, 2012;Davies, 2014;Farnia & Barati, 2017;Jalilifar et al, 2011;Nimehchisalem et al, 2016;Parsa & Tahririan, 2017;Shirani & Chalak, 2016;Suryani et al, 2018), with few concentrating on Move 2, establishing a niche (e.g., Adika, 2014;Zainudden & Shaari, 2017). Move 2 is crucial in constructing the introduction section and it indicates the main purpose of conducting a study (Adika, 2014;Farnia & Barati, 2017).…”

“…Studies on the introduction section of RAs have focused mainly on its generic structure (e.g., Coker & Coker, 2012;Davies, 2014;Farnia & Barati, 2017;Jalilifar et al, 2011;Nimehchisalem et al, 2016;Parsa & Tahririan, 2017;Shirani & Chalak, 2016;Suryani et al, 2018), with few concentrating on Move 2, establishing a niche (e.g., Adika, 2014;Zainudden & Shaari, 2017). Move 2 is crucial in constructing the introduction section and it indicates the main purpose of conducting a study (Adika, 2014;Farnia & Barati, 2017). Besides, during such important speech events as proposal defence and thesis defence in the Department of English of UCC, students have to contend with the constant formidable question, "What is the problem statement of your study?…”