Genre - PowerPoint Presentation

Slide1

Genre Analysis of Coursebooks Prefaces

Doruk KarabulutSlide2

AbstractIn

this

study

it is

aimed

to

investigate

the

preface

parts

of

the

randomly

selected

12

course

books

in

respect

of

previously

genre

based

practises

(

Swales

1981, 1990).

To

reveal

the

communicational

purpose

beyond

the

section

the

move

structures

are

considered

that

is

consisted

with

the

general

content

of

the

preface

parts

.

It

is

seen

that

there

are

not

obvious

differences

between

prefaces

from

social

sciences

such

as

psychology

,

sociology

and

linguistics

.Slide3

IntroductionSocio-cultural

differences

affect

the

style

of

the

communication

,

leading

to

different

discourse

.

However

, it is

supposed

that

academic

genres

entail

a

universal

language

usage

because

of

the

education

level

of

the

recievers

or

anybody

involved

in

the

specific

interaction

. English as a

lingua

franca

of

the

world

is

considered

as a

key

of

the

international

communication

,

that

is

why

the

study

is

implemented

through

English

course-books

,

used

in

undergraduate

programs

of

universities

.

In

academic

genre

,

Swales

’

focus

is

considered

as a

pioneer

(1981) in

which

he

investigated

the

language

usage

comperatively

in

research

papers

from

different

branches

. Slide4

Research Questions

This

study

is

dealing

with

the

move

structures

of

preface

sections

and

measuring

the

frequency

of

word

patterns

.

More

specifically

,

the

present

study

seeks

answers

to

the

following

questions

:

1.

What

is

the

most

frequent

move

structure

in

prefaces

?

2.

What

are

the

communicational

purposes

of

these

structures

?

3.

Are

there

any

notable

grammatical

variations

?Slide5

MethodologyThe data is

obtained

from

20

different

course-books

that

are

from

different

branches

haphazardly

.

The

chocies

are

made

randomly

in

order

to

avoid

overgeneralisations

.

Considering

the

previous

studies

(

Swales

1981, 1990),

course-book

prefaces

are

investigated

in

respect

of

their

move

sturctures

.

The

majority

of

analysis

implemented

into

sentences

. Slide6

ResultsThere

are

four

move

structure

that

are

shown

below

:

Frequency

1.

Introducing

Goals

20

2.

Describing

Target

Reader 20

3.

Outline

13

4.

Mentioning

External

Contributions

12Slide7

1. Introducing Goals

This

is

one

of

the

most

frequent

moves

in

the

data.

It

appears

in

all

20

prefaces

and

occupies

the

initial

position

in

18

texts

.

passive

structure

The

book

is

also

intended

to

……

Principles

of

language

learning

and

teaching

is

designed

to

…..

This

book

is

concerned

with

…….

NOUN PHRASES

The

book

has

the

following

aims

……..

The

goal

of

the

third

edition

of

Developing

Second Language

Skill

is….

The

twofold

objective

of

the

book

is

to

……

BOOK+ VERB (

active

structure

)

This

book

attempts

to

……

This

book

provides

……

….

it

will

do a

number

of

things

…

which

also

looks

at…….

WRITER+VERB

In

this

book

I

try

to

……..

I

have

been

striving

to

…….

….

I

have

tried

to

…..Slide8

Describing the Target Reader

Another

frequently

used

move

is

describing

the

reader

who

are

supposed

to

benefit

the

book

.

BOOK+ VERB+ TARGET AUDIENCE

This

book

is

designed

to

serve

as a

textbook

for

graduate

or

advanced

undergraduates

….

…..

that

will

enable

both

prospective

and

practicing

teachers

to

….

This

book

is

aimed

at

teachers

and

applied

linguists

…..

…..

should

be

made

available

to

both

teachers

of English

and

students

of TEFL/TESOL

….

will

be of

most

interest

to

students

of

language

or

linguistics

…

This

text

is

planned

for

……

….

a

text

that

can be

used

as a

resource

by

those

carrying

out

many

types

of

second

language

research

…

This

book

is

oriented

toward

an

informed

audience

…

This

book

is

appropriate

for

both

students

and

professionals

…… 

…..

aims

to

be a

book

that

can be

read

by

practitioners

and

theoreticians

…

….

should

prove

to

be

most

useful

in

first-level

course

…..

TARGET AUDIENCE+ VERB

Any

contemporary

student

of

language

teaching

needs

to

……

….

an

advanced

student

will

soon

realize

…..

…..

both

classroom

teachers

and

trainers

of

teachers

have

shown

an

increasing

interest

…..

….

others

coming

from

sociology

,

social

psychology

and

anthropology

may

be

interested

to

…….Slide9

Organization

One

of

the

less

frequent

moves

is

outline

that

is put

forward

by

different

forms

as it is

stated

:

CHAPTER+CONTENT

or

CONTENT+CHAPTER

The

comprehensive

list

of …at

the

end

of

each

chapter

helps

……

The

activities

at

the

end

of

each

chapter

help

..

In

chapter

4…….

are

presented

…..

The

discussion

and

data

base

questions

and

activities

at

the

end

of

each

chapter

are

aimed

to

……..

In

chapter

2, ………is

discussed

.

This

model is

presented

in

chapter

2

and

is

used

in

subsequent

chapters

……..

There

is a

common

format

to

each

chapter

The

authors

present

…in

chapter

16……

I

provide…………….in

chapters

two

and

three

.

The

………… at

the

end

of

each

chapter

are

presented

The

first

five

chapters

deal

with

……..

There

are

completely

new

chapters

on……

In

the

opening

chapters

he is

introduced

to

……

Chapter

1

provides

……

Chapter

2

deals

with

…..

Chapter

3 is

devoted

to

……

Chapter

5 is

connected

with

……

The

final

chapter

discusses

…..

In

the

final

chapter

we

examine

…….

Each

chapter

opens

with

……

Each

chapter

has a ……..

section

…

In

chapters

four

and

six

I

apply

……..

In

chapter

five

I

explore

……

The

material

in

these

sections

is

designed

to

……..Slide10

Mentioning External Contributions

GRATITUDE

My

first

debt

of

gratitude

is

therefore

to

……

for

…..

I

want

to

express

my

sincere

gratitude

for

……

I

express

my

gratitude

to

….

for

…..

GRATEFUL

I

am

grateful

to

……

We

are

grateful

to

…..

ACKNOWLEDGE

I

also

wish

to

acknowledge

……

I

readily

acknowledge

my

indebtedness

and

gratitude

to

……

for

….

I

must

acknowledge

the

contribution

of………

We

would

like

to

acknowledge

especially

……

I

would

especially

like

to

acknowledge

my

debt

for

….

to

…….

DEBT

I

am

indebted

to

…….

I

owe

a

considerable

debt

to

…..

APPRECIATE

The

writer

wishes

to

express

his

appreciation

to

……

for

……

We

greatly

appreciate

…………

MENTION

I

hasten

to

mention

……..

I

should

like

to

mention

in

particular

…

THANK 

We

would

particularly

like

to

thank

…..

for

……

I

would

also

like

to

thank

.... I

would

certainly

be

remiss

if

I

did

not

take

this

opportunity

to

thank

….

Last

but not

least

,

thanks

are

also

due

to

…..

for

……

My

greatest

thanks

go

to

……..

Further

thanks

go

to

…..

for

I

want

to

thank

…..

for

….

I

wish

to

thank

……..Slide11

LimitationsThe

most

obvious

limitation

of

this

and

similar

works

is

that

while

we

are

proposing

a

genre-based

course

whereby

the

main

aim

is

to

raise

awareness

about

the

schematic

structure

of

academic

discourses

,

this

paper

represents

only

a

small-scale

description

,

covering

only

textbook

prefaces

.

However

, a

genre-based

academic

literacy

should

be

seen

as on-

going

,

one

that

evolves

and

takes

shape

as

more

description

becomes

available

.

Thus

while

the

present

research

is

only

a

small

piece

of

the

puzzle

, as

other

descriptions

are

created

they

may

eventually

create

a

mosaic

of

the

genre

which

could

be

comprehensive

in

its

coverage

.Slide12

The

issue

of

schematic

genre

structure

is

well

established

.

However

,

certain

areas

have

been

less

investigated

than

others

.

This

includes

many

teaching

genres

and

particularly

the

textbook

.

Different

sections

of

coursebook

genres

can be

studied

on

the

basis

of

move

structure

.

There

is

also

room

for

comparative

researches

, not

only

at

the

move

level

but

also

at

the

textual

level

to

establish

what

pragma-

lingual

features

are

used

to

signal

what

schematic

structures

across

academic

genres

.Slide13

ConclusionsAs

discussed

previously

,

coursebooks

represent

a

major

teaching

genre

in

academic

circles

.

They

are

the

main

tool

for

providing

'

accredited

knowledge

'

to

students

.

The

complexity

of

the

subgenres

that

constitute

the

coursebook

genre

can be

understood

by

reference

to

the

multiple

participant

networks

which

influence

and

shape

the

schematic

structure

of

the

discourse

in

these

subgenres

.

The

four

move

schema

in

the

preface

sections

of

textbooks

is an

attempt

by

writers

to

meet

the

expectations

of

actors

involved

in

coursebook

discourse

.Slide14

A genre-based

literacy

for

raising

awareness

about

schematic

genre

structures

should

involve

a

database

from

which

description

of

academic

patterns

across

academic

discourses

can

emerge

.

This

and

similar

studies

can

contribute

to

the

compilation

of

large-scale

databases

whose

ultimate

goal

is

designing

genre-based

courses

for

developing

genre

awareness

skills

.Slide15

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, V. (1993).

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use

in

professional

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:

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the

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