Research
Move Analysis of Conclusion Section of Aerospace Research Article
This paper reports on the move analysis of the conclusion section of the aerospace English research article (RA). The results are based on the identification of 50 pieces of aerospace conclusion section of RA, published in two leading journals that were written by English native writers from 2018 to 2023. Yang&Allison(2003) and Zhiqing Hu(2007)’s model are the starting point for the analysis. Then, the major Moves and Steps were extracted and the frequencies were calculated, which attempts to provide a modified model for aerospace research articles’ conclusion section. The results reveal that the aerospace conclusion section has three major Moves, which are Move 1: Summary of study; Move 2: evaluation of study; Move 3: suggestion for future research. Most of the conclusions have Move 1 and Move 2. This study aims at improving the genre awareness of novice and non-native researchers in order to facilitate their disciplinary writing, publishing, and reading.
The Implementation of Genre-Based Teaching Method in Aerospace English Academic Writing Class
Notwithstanding the voluminous literature devoted to academic writing, especially using genre analysis, more investigation needs to be done on academic writing pedagogy focusing on discipline-specific. However, English for Academic Purpose (EAP) has long been focusing on what students learn instead of how they learn. In this regard, this study provides an integrated genre-based academic writing teaching model by classroom observation and interview, combining Rothery’s (1994) genre-based teaching/learning cycle, Hommand (1994)’s circular writing model with Swales (1990)’ move analysis to shed some light on aerospace English academic writing classroom setting. This study also designs interviews to investigate the views of students toward genre-based teaching model and academic English writing. Hopefully, this integrated genre-based teaching model can develop students writing ability while improving their academic literacy.
