Topic: Move analysis of Literature Review

Submitted By: M.Mohsin

Submitted To: Sir Asim Khan

Roll No: IFE-18837

Section: 4thB-Evening

Article 1

The Effects of English Language Proficiency on Adjustment to University Life

Although academic and social adjustment challenges related to English proficiency and cultural
differences are evident, findings are inconclusive regarding the effects of proficiency (as
measured by test scores) on academic achievement (e.g., see Berman & Cheng, 2001; Messner &
Liu, 1995; Stoynoff, 1997). This study focuses on perceptions of students and faculty regarding
the significance of English skills on academics, social life, and overall adjustment. It is based on
the premise that interaction with competent speakers of a language has positive effects on
acquisition (Long, 1996). Meaningful input at the approximate level of the learner or just beyond
is theorized to be central to acquisition (Krashen, 1985), whereas output provides learners with a
way of testing their hypotheses about the target language (Swain, 1995).

Presence of the No. of times Moves

Moves (CARS model) Move appeared
Move 1: Establishing a Territory

Step 1: Topic generalization of Introduction

increasing specificity
Step 2: Showing that the general This study focuses on Importance
research area is important, central, perceptions Centrality
interesting, problematic, or relevant in Problem
some way. Relevance
Step 3: introducing and reviewing (e.g., see Berman & 5Reviews
items of previous research in the area Cheng, 2001; Messner
& Liu, 1995; Stoynoff,
1997). (Long, 1996),
(Krashen), 1985,
(Swain, 1995).
Move 2: Establishing Niche
Step 1: indicating a gap findings are 1
inconclusive regarding
the effects of
proficiency
Step 2: adding to what is known It is based on the 1
premise that interaction
with competent
speakers
Step 3: Questioning

Step 4: Counter claiming whereas output 1

provides
Move 3: Occupying the Niche
Step 1: outlining purpose or nature of Regarding the 1
the present research significance of English
skills on academics,
social life, and overall
adjustment.
Step 2: definition/clarification
Step 3: summarizing methods
Step 4: announcing present research

Qualitative report:

Move 1: Establishing a Territory

Step 2: Centrality

Researcher makes its centrality known by, with the significance in academics.

“This study focuses on perceptions of students and faculty regarding the significance of
English skills on academics, social life, and overall adjustment.”

Step 3: Reviews

Researcher establishes wider area of his interest by explaining references from existing work,
and evaluates what is known earlier for research titles.

Meaningful input at the approximate level of the learner or just beyond is theorized to be
central to acquisition (Krashen, 1985), whereas output provides learners with a way of
testing their hypotheses about the target language (Swain, 1995).

(e.g., see Berman & Cheng, 2001; Messner & Liu, 1995; Stoynoff, 1997). (Long, 1996),
(Krashen), 1985, (Swain, 1995).

Move 2: Establishing a Niche

Step1: Indicating a Gap

Researcher indicates a gap with this reference.

“Findings are inconclusive regarding the effects of proficiency (as measured by test scores)
on academic achievement (e.g., see Berman & Cheng, 2001; Messner & Liu, 1995; Stoynoff,
1997)”

Step 2: Adding to what is known

Researcher make his views in accordance with these facts.

“It is based on the premise that interaction with competent speakers of a language has
positive effects on acquisition (Long, 1996).”

Step 4: Counter claiming

Researcher counter claims this theory.

“Whereas output provides learners with a way of testing their hypotheses about the target
language (Swain, 1995).”

Move 3: Occupying the Niche

Step 1: Outlining Purpose

Researcher here specifies the purpose.

“Regarding the significance of English skills on academics, social life, and overall
adjustment.”

Article 2

Implications for educational practice of the science of learning and

development

Modern learning theory emphasizes the situated and social nature of meaning making, by which
“mind, behavior, perception and action are wholly integrated” (Jonassen & Land, 2012, p. VI).
Children are natural learners and inherently seek to learn things that matter in their immediate
 everyday world. To support children’s learning, adults make connections between new situations
and familiar ones, focus children’s attention, structure experiences, and organize the information
children receive, while helping them develop strategies for intentional learning and problem
solving (Bransford, Brown, Cocking, and National Research Council [NRC], 2000).

Presence of the No. of times Moves

Moves (CARS model) Move appeared
Move 1: Establishing a Territory

Step 1: Topic generalization of Children are natural Introduction

increasing specificity learners and inherently
seek to learn
Step 2: Showing that the general Modern learning theory Importance
research area is important, central, emphasizes Centrality
interesting, problematic, or relevant in Problem
some way. Relevance
Step 3: introducing and reviewing ” (Jonassen & 2Reviews
items of previous research in the area Land, 2012, p. VI).
(Bransford, Brown,
Cocking, and National
Research Council
[NRC], 2000).
Move 2: Establishing Niche
Step 1: indicating a gap
Step 2: adding to what is known To support children’s 1
learning
Step 3: Questioning

Step 4: Counter claiming

Move 3: Occupying the Niche

Step 1: outlining purpose or nature of while helping them 1
the present research develop strategies for
intentional learning and
problem solving
Step 2: definition/clarification
Step 3: summarizing methods

Qualitative report:

Move 1: Establishing a Territory

Step 1: Generalization

Researcher generalize the study by saying.

”Children are natural learners and inherently seek to learn things that matter in their
immediate everyday world.”

Step 2: Centrality

Researcher makes a statement in this review by telling.

“Modern learning theory emphasizes the situated and social nature of meaning making, by
which “mind, behavior, perception and action are wholly integrated” (Jonassen &
Land, 2012, p. VI).”

Step 3: Reviews

Researcher refer to these studies to make his argument.

While helping them develop strategies for intentional learning and problem solving
(Bransford, Brown, Cocking, and National Research Council [NRC], 2000).
” (Jonassen & Land, 2012, p. VI). (Bransford, Brown, Cocking, and National Research
Council [NRC], 2000).

Move 2: Establishing a Niche

Step 2: Adding to what is known

Researcher adds his own theory into the existing argument on the topic.

“To support children’s learning, adults make connections between new situations and
familiar ones, focus children’s attention, structure experiences, and organize the
information children receive”.

Move 3: Occupying the Niche

Step 1: Outlining Purpose

Researcher makes a broader outline sketch about his review on the theory.

“While helping them develop strategies for intentional learning and problem solving.”

Article 3

Literature review of Anthropology

It is the function of the (Standard English) ideology that the ELT profession recognizes “am
bilingualism” as the goal of second language acquisition, “fossilization” as the ultimate fate of
second language learners, and “interlanguage” as the variety spoken by nonnative speakers.
These constructs—am bilingualism, interlanguage, and fossilization—provide a habit of thought.
Soon after being introduced, they are understood as mathematical axioms, above debate; the
assumptions shared are not propositions to be defended or attacked (cf. Bhatt 2001b, Kachru
1988, 1996). The assumptions form part of the “tacit dimension” of scholarly understanding. In
reality, however, these assumptions consecrate linguistic and cultural privilege. Even where
learners meet the criterion of functional bilingualism, trivial dichotomies such as
proficiency/competence and standard/nonstandard are created by the profession and then used as
an alibi for maintaining linguistic ethnocentrism disguised with concerns over intelligibility
among the English-using population (Bhatt 1995a, 2001b, Kachru & Nelson 1996, Lippi-
 Green 1997). The learners are thus confined to lifelong apprenticeship in the second language
without any hope for sociolinguistic emancipation (Tollefson 1991, 1995).

Presence of the No. of times Moves

Moves (CARS model) Move appeared
Move 1: Establishing a Territory

Step 1: Topic generalization of These constructs—am Introduction 1

increasing specificity bilingualism,
interlanguage, and
fossilization—provide
a habit of thought
Step 2: Showing that the general It is the function of the Importance 1
research area is important, central, (Standard English) Centrality 1
ideology that the ELT
interesting, problematic, or relevant in Problem
profession recognizes
some way. Relevance1
“am bilingualism”
Step 3: introducing and reviewing (cf. Bhatt 5Reviews
items of previous research in the area 2001b, Kachru
1988, 1996). (Bhatt
1995a, 2001b, Kachru
& Nelson 1996, Lippi-
Green 1997).
(Tollefson
1991, 1995).

Move 2: Establishing Niche

Step 1: indicating a gap In reality, however, 1
these assumptions
consecrate linguistic
and cultural privilege.
Step 2: adding to what is known as the goal of second 1
 language acquisition,
“fossilization” as the
ultimate fate of second
language learners, and
“interlanguage” as the
variety spoken by non-
native speakers.
Step 3: Questioning

Step 4: Counter claiming however, these 1

assumptions consecrate
linguistic and cultural
privilege
Move 3: Occupying the Niche
Step 1: outlining purpose or nature of Soon after being 1
the present research introduced, they are
understood as
mathematical axioms,
above debate; the
assumptions shared are
not propositions to be
defended or attacked
(cf. Bhatt
2001b, Kachru
1988, 1996).
Step 2: definition/clarification
Step 3: summarizing methods The learners are thus 1
confined to lifelong
apprenticeship in the
second language
without any hope for
sociolinguistic
emancipation
(Tollefson
1991, 1995).
Qualitative Report

Move 1: Establishing a Territory

Step 1: Generalization

Researcher provides with the general preview.

These constructs—am bilingualism, interlanguage, and fossilization—provide a habit of

thought.

Step 2: Centrality

It is the function of the (Standard English) ideology that the ELT profession recognizes
“am bilingualism”

Step 3: Reviews

As an alibi for maintaining linguistic ethnocentrism disguised with concerns over

intelligibility among the English-using population (Bhatt 1995a, 2001b, Kachru & Nelson
1996, Lippi-Green 1997). The learners are thus confined to lifelong apprenticeship in the
second language without any hope for sociolinguistic emancipation (Tollefson 1991, 1995).

(cf. Bhatt 2001b, Kachru 1988, 1996). (Bhatt 1995a, 2001b, Kachru & Nelson 1996, Lippi-

Green 1997). (Tollefson 1991, 1995).

Move 2: Establishing a Niche

Step 1: Indicating a Gap

In reality, however, these assumptions consecrate linguistic and cultural privilege.

Step 2: Adding to what is known

As the goal of second language acquisition, “fossilization” as the ultimate fate of second
language learners, and “interlanguage” as the variety spoken by non-native speakers.

Step 4: Counter claiming

However, these assumptions consecrate linguistic and cultural privilege. Even where
learners meet the criterion of functional bilingualism, trivial dichotomies such as
proficiency/competence and standard/nonstandard are created by the profession and then
used as an alibi for maintaining linguistic

Move 3: Occupying the Niche

Step 1: Outlining Purpose

Soon after being introduced, they are understood as mathematical axioms, above debate;
the assumptions shared are not propositions to be defended or attacked (cf. Bhatt
2001b, Kachru 1988, 1996).

Step 3: summarizing methods

The learners are thus confined to lifelong apprenticeship in the second language without
any hope for sociolinguistic emancipation (Tollefson 1991, 1995).