The Impact of the Explicit Instruction of the Frequent Discourse Marker’s Application and Function on Enhancement of ESP Students Reading Performance

چکیده مقاله

 As many linguists believe scientific discourse consisting of the verbal and non-verbal realization of the communicative system of science is a universal mode of communicating, or universal rhetoric, which is realized by academic text in different languages by process of textualization. In EAP, the genre analysis model has proved very influential; this is largely owing to its explicitness, completeness and capacity to investigate and explain complex relationships between text and context in educationally appropriate terms. Within the last three decades, genre has been considered in ESP context as a tool for developing L1 and L2 instruction by a number of researchers such as Swales (1990), Salager Meyer (1990), Bhatia (1993) and Thompson (1994). Dudley-Evans (1994) believes that the basic philosophy of a genre approach is entirely consistent with an ESP approach. Swales (1990) whose research has been seminal in shaping genre theory in ESP uses the concept of genre in order to pay attention to the role of contextual factors and emphasizes the role of communicative purposes through a text.

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