This study aims to make a comparison between research article abstracts written by two groups in the field of English Language Teaching (ELT) by Turkish scholars and non-Turkish scholars working in Anglophone countries to find the rhetorical structure they employ in their abstracts. To achieve this purpose, 390 research article abstracts, 195 abstracts from each group, were analyzed. To analyze the abstracts, Hyland’s (2000) model with five moves was employed. In addition to the descriptive statistics, the Chi-Square test was used to find whether there are any statistical differences between two writer groups in terms of move use. Results showed that there are no statistically significant differences in terms of moves between the two groups. However, three moves (purpose, method, product) frequently occurred in Turkish writers’ abstracts while foreign writers include four moves (purpose, method, product, conclusion) more commonly in their abstracts. These findings have some implications for researchers, particularly for developing teaching materials for academic writing courses that can guide scholars to successfully participate in the international discourse community. © 2020 JLLS and the Authors - Published by JLLS.
Bu çalışma İngiliz Dili Eğitimi alanında, Türk araştırmacılar ve ana dili İngilizce olan ülkelerde çalışan araştırmacılar tarafından yazılan araştırma makalelerinin özet bölümlerindeki retorik yapıyı belirleyerek, karşılaştırma yapmayı amaçlamaktadır. Bu amaçla, her gruptan 195’ şer makale olmak üzere 390 makale özeti analiz edilmiştir. Analiz için Hyland (2000) tarafından oluşturulan ve 5 aşamayı içeren model kullanılmıştır. Betimsel istatistiğe ek olarak, iki grup arasında aşamaların kullanımı açısından, istatiksel farklılık olup olmadığını belirlemek için Ki-Kare testi yapılmıştır. Elde edilen sonuçlar, aşamaların kullanımı açsısından iki grup arasında istatiksel farklılık olmadığını göstermiştir. Ancak Türk yazarlar tarafından oluşturulan özetlerde (amaç, metot, bulgu) 3 aşama daha çok kullanılırken, yabancı yazarlar tarafından oluşturulan özetlerde (amaç, metot, bulgu, sonuç) 4 aşamanın daha çok tercih edildiği görülmüştür. Bu bulgular özellikle, akademik yazma dersleri için geliştirilecek olan ve araştırmacıların söylem topluluğunda başarılı bir şekilde yer almaları adına rehberlik edecek materyallerin geliştirilmesi adına bazı çıkarımlar sunmaktadır.
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