چکیده:
Stated key words after the abstract section in research articles are among those lines of inquiry which have received less attention in Applied Linguists (AL) studies. In this paper, the researcher explored the distribution of stated key terms and expressions as used by 73 researchers in AL domains in both local (NOORMAGZ) and global database publishers (SAGE, ELEVIRE, SINCENCE DIRECT) Those Scimago journal lists, which were abstracted in Thomson Reuters Web of Science [WoS] journals were precisely screened in terms of their compatibility with title vs. topic match index as well as their position in the research articles throughout the whole sampled research papers including Introduction, Review of Literature, Method, Results & Discussion (IRMRD) to explore authors’ tendencies towards art-based utilization of key word selection/assignment for research writing aims. The results over title-topic match indicated that at least one or two stated key words significantly appeared in the title of research paper within both local and global databases with the higher preference for keyword-title match among Iranian researchers. Regarding the most probable positions in the sampled research articles, gained data in this research could not significantly show any differences between local and global researchers. Possible implications were discussed in the light of critical, art-based approaches for key word elaboration/explanation in English Language Teaching (ELT) and AL research.
خلاصه ماشینی:
topic match index as well as their position in the research articles throughout the whole sampled research papers including Introduction, Review of Literature, Method, Results & Discussion (IRMRD) to explore authors’ tendencies towards art-based utilization of key word selection/assignment for research writing aims.
ir Introduction In writing an academic paper, distinct stated key words as lexical units (Bigi & Morasso, 2012) after the abstract section have received less attention in research studies pertained to Applied Linguistics (AL) and English Language Teaching (ELT) via discourse analytic lenses (Babaii & Taase, 2013).
The argument here is that in line with Socio-Cultural trends in language teaching and research (Vygotsky, 1987), the processes of meaning making through key word selection by both authors and readers if conceivably be resided in the existing theories by referring to some well-known key terms only, the outcome might not be agreeable by the recent experts in art-based, qualitative lines of inquiry in Language Education arenas (Barone & Eisner, 2011; Gumperz & Cook- Gumperz, 2007; Leavy, 2015; Whissell, 2012, etc.
In recent times, people’s understanding over diverse phenomena within Arts and Humanities have been focused upon by miscellaneous researchers to reexamine their new approaches in writing and publication (Engels, Ossenblok, & Spruyt, 2012), check their impact on research world press (Levitt, Celia, Diepeveen, Chonaill, Rabinovich & Tiessen, 2010) and see how they can break through new changes in expressing their stance in academic settings (Williams, Stevenson, Nicholas, Watkinson, & Rowlands, 2009).