by relying mainly on the accessibility approach to anaphora, this article intends to analyze the types, distributions and retrieval of anaphors in two forms of spoken discourse: casual and controlled talk. for the specific purposes of the study, twenty sophomore iranian students were randomly selected to conduct the talks. the subjects were divided into two groups of casual and controlled talk....

A generic analysis of research articles can cover a wide variety of issues; among them are rhetorical features. A crucial part of the rhetorical features of research article is the use of metadiscourse that can help to make the text persuasive and acceptable to a discourse community (Hyland, 2005). The underlying principle behind metadiscourse use is the view of writing as socially engaging: in...

English for Specific Academic Purposes (ESAP) uses the results of needs analysis for curriculum development and materials production. ESAP courses should be based on students’ academic needs. Consequently, the present study investigated the English language needs of Iranian undergraduate students of Law. Participants included 218 undergraduate students, 33 graduate students, and 10 content teac...

The last fifteen years has seen a proliferation of studies and the emergence of a promising field of research in what could be called disciplinary discourse studies or the study of discourse and disciplinarity, using a range of more or less linguistic theoretical tools (register analysis, genre analysis, various varieties of discourse analysis, socio-cultural theory, social semiotics, and, more...

Abstract: Lexical bundles, as building blocks of coherent discourse, have been the subject of much research in the last two decades. While many of such studies have been mainly concerned with  exploring  variations  in  the  use  of  these  word  sequences  across  different  registers  and disciplines, very few have addressed the use of some particular groups of lexical bundles within some gen...

................................................................................ 1 Chapter 1: General Introduction ................................................... 2 1.1 Specific Language Impairment ................................................ 2 1.1.1: Diagnostic criteria ..................................................... 5 1.1.2: Characteristics of SLI ..................................