Examining the Generic Features of Thesis Acknowledgments: A Case of Iranian MA Graduate Students Majoring in Teaching Persian to Speakers of Other Languages (AZFA) and TEFL

Thesis acknowledgement is a written genre in which MA graduate students offer their gratitude to individuals, who have contributed to the completion of their study. The aim of the current study was to examine the thesis acknowledgements written by Iranian MA students in the field of Persian Language Teaching to Non-Persian Speakers (Amouzeshe Zaban e Farsi be Kharejian, AZFA) and TEFL in terms of their generic structures, linguistic choice, preferred authorial subject, and acknowledges. To this end, 41 (20 in AZFA and 21 in TEFL) thesis acknowledgement texts were selected. The corpus was analyzed with reference to Hyland’s (2004) generic structure pattern, Hyland and Tse’s (2004) linguistic choice framework, and Yang’s (2012) category of the acknowledges and subject types. The results showed that, on the whole, Hyland’s (2004) three-tier structure has been employed in both disciplines. However, five other moves/steps were discovered throughout this study, namely, praising God and His Prophet (PBUH), thanking God, blessing, closing/signing off. In both disciplines, the most acknowledged individuals were advisors. Both groups selected the first-person subject “I” to extend their thanks. Besides, both groups consented in using “nominalization” pattern as the linguistic realization of their gratitude. Although the texts analyzed demonstrated variations in the texts, the fixed conventions of theses genre systems suggest that teachers can help their students by raising their awareness of these conventions and showing them how to best construct their academic identity. Finally, additional studies are needed to complement this research.