Abstract:
There has been a considerable amount of effort devoted to contrastive genre analysis. Previous studies typically focus on differences in genre practices between native and non-native speakers of English. The differences are often used as pedagogical suggestions for L2 learners to write more like native speakers. Fewer studies have investigated the social or learner factors underlying the genre differences. The present study investigates the genre differences in the Introduction and Literature Review chapters of Master’s Theses in Applied Linguistics written in China, New Zealand and America, and explores possible factors in the context and learner’s experience that may have contributed to the variation in genre practices. It is hoped that understanding the genre differences and factors underlying the variation can facilitate L2 learners and expert members of English-medium communities in their intercultural communication. Ninety theses were gathered from the three communities. Three studies were conducted: first a move model of the opening section of Master’s Theses was developed relying on the thesis writers’ view; the second study investigates genre differences among the three communities and explores factors in the local disciplinary context; Study 3 examines individual differences in genre practices and explores learner factors underlying the variation. The results show significant differences in the genre practices among the three communities. Post-hoc tests reveal that the differences lie in the moves of Providing Rationales, Establishing a Theoretical Framework, and Presenting the Study. The differences were associated with factors in local disciplinary cultures. Noticeable differences were also observed in individual practice within the communities. It was found that learner factors such as former community may have contributed to the variation. The study highlights the importance of incorporating contextual and learner factors in the interpretation of genre differences and shows how contrastive genre analysis can be used in the investigation of genre knowledge for equal intercultural communication rather than as a tool for converting L2 learners to a particular set of genre conventions.
