TY - JOUR
T1 - A multi-dimensional analysis of thesis abstracts
T2 - Variation across academic levels and L1 backgrounds
AU - Ansarifar, Ahmad
AU - Shahriari, Hesamoddin
AU - Staples, Shelley
AU - Ghazanfari, Mohammad
N1 - Publisher Copyright:
© 2024 Elsevier Ltd
PY - 2025/1
Y1 - 2025/1
N2 - This study used a Multi-Dimensional analysis to describe linguistic variation in thesis abstracts based on two factors: academic level and L1 background. To do so, a corpus of 1800 thesis abstracts written by MA and PhD students from three L1 backgrounds (Chinese, Persian, and English) was compiled. Our analysis revealed four dimensions of variation, interpreted as (1) extended procedural/reported discourse versus descriptive, informational discourse; (2) extended contextualization; (3) expression of argument/persuasion; (4) human-focused informational density. The results showed that Dimensions 1 and 3 distinguished between the writing practices of MA and PhD students. Additionally, Dimensions 1, 2, and 3 differentiated the writing of students across L1 backgrounds. Interestingly, the differences between L1 English and L1 Persian abstracts did not turn out to be significant, suggesting that L1 Persian students showed a closer alignment with L1 English students compared to L1 Chinese students. Finally, the interaction between academic level and L1 background was statistically significant concerning Dimensions 1 and 2, suggesting there are different trajectories between MA and PhD level students depending on the language background.
AB - This study used a Multi-Dimensional analysis to describe linguistic variation in thesis abstracts based on two factors: academic level and L1 background. To do so, a corpus of 1800 thesis abstracts written by MA and PhD students from three L1 backgrounds (Chinese, Persian, and English) was compiled. Our analysis revealed four dimensions of variation, interpreted as (1) extended procedural/reported discourse versus descriptive, informational discourse; (2) extended contextualization; (3) expression of argument/persuasion; (4) human-focused informational density. The results showed that Dimensions 1 and 3 distinguished between the writing practices of MA and PhD students. Additionally, Dimensions 1, 2, and 3 differentiated the writing of students across L1 backgrounds. Interestingly, the differences between L1 English and L1 Persian abstracts did not turn out to be significant, suggesting that L1 Persian students showed a closer alignment with L1 English students compared to L1 Chinese students. Finally, the interaction between academic level and L1 background was statistically significant concerning Dimensions 1 and 2, suggesting there are different trajectories between MA and PhD level students depending on the language background.
KW - Academic level
KW - L1 background
KW - Multi-dimensional analysis
KW - Thesis abstract
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U2 - 10.1016/j.jeap.2024.101465
DO - 10.1016/j.jeap.2024.101465
M3 - Article
AN - SCOPUS:85211090650
SN - 1475-1585
VL - 73
JO - Journal of English for Academic Purposes
JF - Journal of English for Academic Purposes
M1 - 101465
ER -