Abstract
This paper reports an investigation of the variation in the move structures and cognitive genres found in the methods sections of research articles (RAs) in a discipline with diversified research methods. Sixty-five RAs involving two research methods in applied linguistics, namely corpus-based studies and experimental research, were analyzed. The results showed that the methods sections of these RAs contained distinct move structures. These distinct move structures, along with the findings of previous studies on the move structures of various disciplines, suggested that the research method adopted in a study is a stronger factor than discipline is in determining the move structure of the methods section. The analysis of the cognitive genres used in the methods sections showed that authors typically require more than one cognitive genre to realize the major moves of the methods sections. However, this variation in the cognitive genres is low between the two patterns of study. These findings suggested that different research methods yield variations in the move structures of the methods sections. However, the cognitive genres that authors require to realize the move structures tend to be common.
Highlights
A research article (RA) is an argument that aims to convince the readers that the knowledge claims proposed by the author are acceptable
This paper reports an investigation of the variation in the move structures and cognitive genres found in the methods sections of research articles (RAs) in a discipline with diversified research methods
Methods of research were found to be more influential than discipline is on determining the move structures of the methods sections of RAs
Summary
A research article (RA) is an argument that aims to convince the readers that the knowledge claims proposed by the author are acceptable. The longstanding tendency of downplaying the importance of the methods sections might have partially contributed to the long-held belief, first published by Swales (1990), that the methods sections in science RAs are becoming de-emphasized and concise, which may lead EAP scholars to believe that the methods sections, at least those of science RAs, are less crucial than other sections are and that they do not deserve much attention. Peacock is not alone on his stand on the significance of methods sections of RAs; Lim (2006) and Kanoksilapatham (2005) called for the study of the generic structure of the methods sections in RAs, which they believed was under-researched
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