Not an Spotless Abstract


The abstract of the paper written by Magre and Vishnu Joshi (2013) is a four-sentence unstructured abstract since it is written in a single block paragraph. As regards the type of abstract described by Swales and Feak (1994), this abstract can be classified into the category of research paper abstract since it is based on the paper already written by the authors, and it can also be considered as an indicative abstract since it provides a general summary of the paper, results are not specific and it describes what the researches intended to do in the " Researchers tried to find out the opinion of the secondary school teachers...“ (Magre &Vishnu Joshi, 2013, abstract). Taking into consideration the linguistic features of this abstract, it can be claimed that the authors tried to include full sentences; however, their organization is not the optimal and the lack of linking phrases among sentences disrupts reading continuity. Moreover, the past tense is used, but the authors did not include impersonal passive voice. In addition to this, there are instances of grammatical mistakes "this paper discuss" and ambiguity of terms "secondary teachers” (Magre &Vishnu Joshi, 2013, abstract).

References:

Magre, S., & Vishnu Joshi, S. (2013). A study of opinion of teachers towards the cooperative learning strategy. International Educational E-Journal, 2(2), pp. 32-48. https://www.semanticscholar.org/paper/A-study-of-opinion-of-teachers-towards-the-learning-Magre-Joshi/a5878ae74564f788aeab36379fefed0b9ca4c709

Swales, J.M., & Feak, C.B. (1994). Academic writing for graduate students: Essential tasks and skills. The University of Michigan Press.


Comentarios

Publicar un comentario

Entradas populares de este blog

    Intelligibility in Pronunciation- An Essential Feature of Communicative Competence   With the advent of Communicative Language Teaching CLT, the main goal of language teaching became to promote communicative competence. Nonetheless, fully communicative competence cannot be achieved without intelligible pronunciation. Most of the current literature emphasizes the importance of achieving this intelligibility “not as helping students to sound like native speakers but as helping them to learn the core elements of spoken English so that they can be easily understood by others” (Gilbert, 2008, p.1). However, in many English language classrooms, teaching pronunciation is granted the least attention (Gilakjani, Ahmadi,& Ahmadi, 2011) . Even after years of exposure to the target language, the acquisition of intelligible English pronunciation is a barrier which impairs the effective communication process of adult Argentinian learners in a private institution in the cit...
Leer más
  Defining Terms Research problem: Even after years of exposure to the target language, the acquisition of  intelligible  English pronunciation in adulthood of Argentinian speakers is a barrier which impairs the effective communication process. The word intelligible is a synonym for comprehensible and understandable. “Intelligibility is the technical term for understandability of speech sounds and words. This is the term used in the field of speech science and speech therapy to quantitatively describe pronunciation accuracy".  (What is intelligibility?, n.d., para. 1). In this context, the term intelligible will refer to a pronunciation which causes little or no trouble to be understood. Reference: What is Intelligibility? (n.d.).   Clear Talk Mastery . Retrieved from  https://www.cleartalkmastery.com/what-we-do/intelligibility/
Leer más
Better English Pronunciation Pourhosein- Gilakjani, A. (2012). A study of factors affecting EFL learners' English pronunciation learning and the strategies for instruction. International Journal of Humanities and Social Science, 2(3), 119 -128. Retrieved from http://www.ijhssnet.com/journals/Vol_2_No_3_February_2012/17.pdf   Affirms that limited pronunciation skills can decrease learner’s self-confidence. States that perfect pronunciation should no longer be the objective of teaching.   Identifies the main features of English pronunciation and highlights the importance of teaching suprasegmental features above segmental ones. Explains four factors which may affect the learning of pronunciation. Superficially discusses some general strategies for teaching pronunciation such as identifying features that cause problems to learners and making students aware of the prosodic features of English.
Leer más