Genre analysis using Hyland's five-move model on abstracts of computer science journal articles written by EFL Chinese authors

Wang, Peifeng

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Type :	Thesis
Subject :	P Language and Literature
Main Author :	Wang, Peifeng
Title :	Genre analysis using Hyland's five-move model on abstracts of computer science journal articles written by EFL Chinese authors
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Place of Production :	Tanjong Malim
Publisher :	Fakulti Bahasa dan Komunikasi
Year of Publication :	2024
Corporate Name :	Perpustakaan Tuanku Bainun
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Abstract : Perpustakaan Tuanku Bainun

This study aims to examine the moves and steps found in research article abstracts within the computer science discipline, specifically those written by EFL writers at Chinese universities. Additionally, it seeks to investigate the extent to which these abstracts conform to Hyland_s five-move model, thereby assessing the structural compatibility of the abstracts with established academic standards. Furthermore, it explores the underlying rationale behind the rhetorical moves employed by Chinese academics, aiming to uncover the strategic choices made in their writing process. Another objective of this research is to determine how EFL Chinese writers utilize conjunctions to realize and articulate move structures within their research article abstracts. The study employed a qualitative research approach, using a postpositivist approach to investigate the rhetorical moves and strategies used in research papers in the field of computer science. The study analyzed the English abstract sections of 200 research articles published by Chinese academics in 2021, using a move analysis technique to identify and categorize the rhetorical strategies used. The study found that conjunctions played a crucial role in shaping the narrative structure of abstracts, particularly in their alignment with Hyland's model, and that EFL Chinese writers demonstrated an awareness of the strategic use of conjunctions in crafting their article abstracts. The study also highlighted the importance of cultural and linguistic factors, such as the disparities between learners' first language (L1) and second language (L2), and the need for targeted instruction on cohesive devices. The findings have implications for teaching and evaluating academic writing in computer science, emphasizing the importance of conjunctions in enhancing narrative coherence and overall effectiveness

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