http://hdl.handle.net/11089/26515 2026-04-03T20:54:20Z 2026-04-03T20:54:20Z Darani, Parviz Ahmadi Tahririan, Mohamad Hassan Afghary, Akbar http://hdl.handle.net/11089/26533 2019-03-21T02:26:35Z 2018-06-07T00:00:00Z

Exploring into Graduate Research Term Papers: A Quest for Generic Disciplinary Tendencies Darani, Parviz Ahmadi; Tahririan, Mohamad Hassan; Afghary, Akbar The purpose of this exploratory analysis was to capture students’ generic tendencies in the organization of original research term papers written by graduate within the same linguistic, cultural, and disciplinary territory. A model proposed by Sheldon (2011) was benchmarked against a corpus of 60 English research term paper introductions to identify the saliency of move schemes along with step and sub-step realizations. At step-level analysis, the proportion of the various steps within Move 2 (indicating a gap, adding to what is known, and presenting positive justification) exhibited a pervasive lack of rhetorical tendency that contradicted the previous genre-based findings. Such an exploration, offers implications for English for research publication purposes instruction and academic literacies based on academic conventions and norms.

2018-06-07T00:00:00Z Vandenhoek, Tim http://hdl.handle.net/11089/26532 2019-03-21T02:26:34Z 2018-06-07T00:00:00Z

The Past Perfect in Corpora and EFL/ESL Materials Vandenhoek, Tim Corpora provide teachers and materials developers with the ability to ensure that the instructions they use in class and in teaching materials correctly reflect natural use. This paper examines the ways in which grammar reference books and two types of EFL/ESL materials present the past perfect aspect and whether they do so accurately. It will be argued that there are several issues concerning how these books present the grammar point. Many of the books surveyed provide incomplete explanations of when and how the form is used and several contain usage guidelines that are not supported by available corpus data. The paper ends with several recommendations to improve how the form is presented to teachers and learners.

2018-06-07T00:00:00Z De Mulder, Hannah N. M. Gautero-Watzema, Annette http://hdl.handle.net/11089/26531 2019-03-21T02:26:33Z 2018-06-07T00:00:00Z

Acquiring Epistemic Modal Auxiliaries: The Role of Theory of Mind De Mulder, Hannah N. M.; Gautero-Watzema, Annette This study considers the acquisition of epistemic modal auxiliaries (EMA) in typically developing (TD) and autistic children and the role that Theory of Mind (ToM) plays in this development. Nineteen Dutch-speaking TD children and ten autistic children received tasks assessing ToM, general linguistic ability and EMA comprehension. Results suggest that both groups have some understanding of the Dutch EMA system, but no significant differences were found between groups. However, once participants were divided into ToM passers and ToM failers irrespective of clinical diagnosis, results showed that passers performed significantly better than failers on EMA understanding. Having a good understanding of others’ mental states, as evidenced by full marks on ToM tasks, thus seems important in the acquisition of EMA.

2018-06-07T00:00:00Z Medadian, Gholamreza Mahabadi, Dariush Nejadansari http://hdl.handle.net/11089/26530 2019-03-21T02:26:31Z 2018-06-07T00:00:00Z

A More Explicit Framework for Evaluating Objectivity and (Inter)Subjectivity in Modality Domain Medadian, Gholamreza; Mahabadi, Dariush Nejadansari In this paper we propose a more explicit framework for definition and evaluation of objectivity and (inter)subjectivity in the modality domain. In the proposed operational framework, we make a basic distinction between the modality notions that serve an ideational function (i.e., dynamic modal notions) and those with an interpersonal function (i.e., deontic and epistemic evaluations). The modality notions with ideational and interpersonal functions are content and person-oriented, respectively. While all dynamic modal notions are characterized by objectivity, deontic and epistemic modal notions may display a degree of (inter)subjectivity depending on their embedding context. Our main claim is that (inter)subjectivity can hardly be argued to be the inherent property of certain modality forms and types, but rather it is essentially a contextual effect. We functionally-operationally define (inter)subjectivity as the degree of sharedness an evaluator attributes to an epistemic/deontic evaluation and its related evidence/deontic source. (Inter)subjectivity is realized by (at least) one or a combination of three contextual factors, viz. the embedding syntactic pattern, the linguistic context and the extralinguistic context of a modality marker. Since both descriptive and performative modal evaluations involve a degree of (inter)subjectivity, performativity, which refers to speaker’s current commitment to his evaluation, is viewed as an independent dimension within modal evaluations and plays no part in the expression of (inter)subjectivity.

2018-06-07T00:00:00Z