مطالب مرتبط با کلیدواژه

boosters


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L2 Learners’ Use of Metadiscourse Markers in Online Discussion Forums استفاده زبان آموزان انگلیسی از نشانه های فراکلامی در جلسات بحث بر خط(مقاله علمی وزارت علوم)

کلیدواژه‌ها: جنسیت Discourse Markers Gender نشانه های کلامی فراکلام تعاملی نشانه های تعدیلی نشانه های تقویت کننده interactional metadiscourse interactive metadiscourse hedges boosters

حوزه‌های تخصصی:
تعداد بازدید : ۸۶۹ تعداد دانلود : ۴۹۱
This study aimed to investigate the use of interactional metadiscourse markers in 168 comments made by 28 university students of engineering via an educational forum held as part of a general English course. The students wrote their comments on six topics, with a total of 19,671 words. Their comments during educational discussions were analyzed to determine their use of five metadiscourse categories (hedges, boosters, attitude markers, engagement markers, and self-mentions), making up interactional metadiscourse in Hyland’s (2004) model. Following descriptive analysis of the use of metadiscourse categories, chi-square tests were used to investigate the possible differences in the whole sample as well as gender-based differences. The findings showed that although female EFL learners used more metadiscourse markers than males did, the differences were minor and hence gender did not significantly influence the use of interactional metadiscourse markers. However, while male and female participants used all types of interactional metadiscourse, how they used them varied. They used engagement markers and self-mentions more frequently than boosters, hedges, and attitude markers. Since metadiscourse markers play crucial roles in mediating the relationship between what writers intend to argue and their discourse communities, the results of the present study have obvious importance in increasing students’ awareness of the way they organize their writings.
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A Corpus-Based Contrastive Analysis of Stance Strategies in Native and Nonnative Speakers’ English Academic Writings: Introduction and Discussion Sections in Focus

کلیدواژه‌ها: hedges boosters attitude markers self-mentions stance strategies native vs. nonnative writers

حوزه‌های تخصصی:
تعداد بازدید : ۵۶۶ تعداد دانلود : ۷۱۶
The present study was an attempt to illustrate the interaction between writers and readers. Conveying of the writers’ voice, stance, and interaction with reader was put forward within this paradigm. Being a good academic writer is highly related to the use of these strategies. Adopting a position and persuading readers of claims are very important. This study was aimed at showing the differences between Iranian and American M.A. EFL writers in using stance strategies (hedges, boosters, attitude markers, and self-mentions) in Introduction and Discussion sections of academic papers. The corpora for this study were 40 articles (20 for American native and 20 for Iranian nonnative writers) from different journals such as Journal of Research Studies in Education, English language Teaching, System, TESOL Quarterly, and ELT. The significance and frequency of items were calculated using SPSS software version 22. Such statistical tools as frequency, percentage, and Chi-square were utilized to analyze the collected data. The findings showed that there was no statistically significant difference between native and nonnative writers in using stance strategies although native writers tended to use hedges, attitude markers, and self-mentions comparatively more than nonnatives, whereas nonnative writers used a greater number of boosters.