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some important terms related to genresanalysis. Definition and characteristics of high/low-context theory are also discussed inthis chapter.

2.1 Genre and Genre Analysis
Genre and Genre analysis have been widely used in research fields. Originalresearch on genre mainly focused on literary texts. Since 1970s, genre has become apopular tool in both literary and non-literary fields such as linguistics, sociology, newrhetoric etc. Genre analysis is mainly used to analyze the structural features andcommunicative purpose of texts.The etymology of “genre” shows it originated from the Latin word “genus”(Rosmarin, 1985), meaning “kind” or “class”. Scholars had different interpretations ofthis term. Based on the Bhatia (1993)’s definition of genre, Qin Xiubai (1997) furtherdefined “genre” as a kind of recognizable communicative events and genre’s prominentcharacter is a system of communicative purpose which can be recognized andunderstood.Genre can be understood as a sort of highly agreeable communicative events withclear inner construction. Genre constrains the construction of discourse which iscustomary. Although genre has conventions and constrains, people who are familiarwith it can also deliver personal intention and communicative purpose under theframework made by genre.Overall, there were three schools studying genre: English for Specific PurposeSchool, Sydney School, and the New Rhetoric School. Different schools have differentviews on this term.
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2.2 Genre Analysis
Genre analysis, a kind of discourse analysis, is mainly used to see how languageis introduced in a certain context. By studying the communicative purpose andstrategies, genre analysis focuses on the organization of language and gives structuralexplanation to written and spoken texts. To be more specific, the aim of genre analysisis to “study the communicative purpose of a discourse and the language use strategies inprofessional and academic setting” (Qin Xiubai, 2000)Bhatia (1993) and Holmes (1997) were the earliest ones to focus on genre analysisabroad. In China, Qin Xiubai (1997) and Fang Yan(1998) were the first researchers whointroduced the concept and the theory of genre analysis. In 1980s, Swales combined theconcept “genre” with communicative function of discourse and introduced “genre” intoESP teaching area (Swales, 1981, cited in Ge Dongmei, & Yang Ruiying, 2005). Sincethen genre analysis has been receiving more attention from pragmatics and EAP/ESPteachers (Ge Dongmei, & Yang Ruiying, 2005).As a way of discourse analysis, genre analysis is usually used to revealconstructive features of different generic discourse by moves and communicativepurpose. The way to discuss semantic meaning of discourse through schematic structurecan also be widely used in the text researches of many areas such as academic,pedagogic, political and commercial fields.Holmes(1997) and Martín and Pérez (2014) are researchers in academic field whowere focused on genre analysis of academic papers. Holmes(1997) took 30 Socialscience papers of 3 disciplines as research subject and analyzed the discussion section.Through analysis the author found that different disciplines have different features andthere are obvious differences in discussion section between social science and naturalscience.
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CHAPTER THREE METHODOLOGY.......19
3.1 RESEARCH PURPOSE AND QUESTIONS............. 19
3.2 RESEAR