Functional Analysis of Transition Markers in Academic Students' Essays: A Cross-Disciplinary Study

Subject Areas : Journal of Studies in Learning and Teaching English

Azadeh Mallaki ¹ , Seyed Foad Ebrahimi ² , Mohammad Taghi Farvardin ³

1 - Department of English language, Bushehr Branch, Islamic Azad University, Bushehr, Iran.
2 - English Department, Shadegan Branch, Islamic Azad University, Shadegan, Iran
3 - Department of English Language Teaching, Ahwaz branch, Islamic Azad University, Ahwaz, Iran

Received: 2023-02-12 Accepted : 2023-04-10 Published : 2023-06-01

Keywords:

References:

Alaei, M., & Ahangari, S. (2016). A study of ideational metafunction in Joseph Conrad's" Heart of Darkness": A critical discourse analysis. English Language Teaching, 9(4), 203-213. https://doi.org/10.5539/elt.v9n4p203

Andersen, T. H., Boeriis, M., Maagerø, E., & Tonnessen, E. S. (2016). Social semiotics: Key figures, new directions. NY: Routledge.

Bakuuro, J. (2017). Demystifying Halliday’s metafunctions of language. International Journal of Language and Literature. 5. https://doi.org/10.15640/ijll.v5n2a21.

Caulfield, J. (2021). Transition sentences/tips & examples for clear writing. Scriber. https://www.scribbr.com/academic-essay/transition-sentences/

Copland, J. (2015). The problem and importance of academic writing. Linkedin. https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.linkedin.com/pulse/problem-importance-academic-writing-jane-copland&ved=2ahUKEwiE6dnm2oP0AhUvREEAHVlhC7oQFnoECAQQBQ&usg=AOvVaw3I_p87K5UsZZBrcGmq-4aA 

Eghtesadi, A. R., & Navidinia, H. (2009). A comparative study of metadiscourse use in research articles written by native and non-native speakers: Is audience taken into account? Journal of Asia TEFL, 6(3), 157-176.

Evely, A., Fazey, I., Lambin, X., Lambert, E., Allen, S., & Pinard, M. (2010) Defining and evaluating the impact of cross-disciplinary conservation research. Environmental Conservation, 37, 442 - 450. https://doi.org/10.1017/S0376892910000792

GEZEGİN, B. B., & Melike, B. A. S. (2020). Metadiscourse in academic writing: A comparison of research articles and book reviews. Eurasian Journal of Applied Linguistics, 6(1), 45-62. http://dx.doi.org/10.32601/ejal.710204

Gordon, L., & Fahlbeck, E. (2018, October). Cross-disciplinary approaches: The ‘Must have’ tools to work with complexity. https://www.siani.se/news-story/cross-interdisciplinary-approaches-the-must-have-tools-to-work-with-complexity

Han, C., & Gardner, S. (2021). ‘However’ and other transitions in the Han CH-EN corpus. Journal of English for Academic Purposes, 51, 100984. https://doi.org/10.1016/j.jeap.2021.100984

Heitzmann, N., Opitz, A., Stadler, M., Sommerhoff, D., Fink, M. C., Obersteiner, A., Schmidmaier, R., Neuhaus, B. J., Ufer, S., Seidel, T., Fischer, M. R., & Fischer, F. (2021). Cross-disciplinary research on learning and instruction - coming to terms. Frontiers in Psychology, 11, 562658. https://doi.org/10.3389/fpsyg.2021.562658

Hyland, K. (2005). Metadiscourse: Exploring interaction in writing. London: Continuum Intl Pub Group.

Hyland, K., & Tse, P. (2004). Metadiscourse in academic writing: A reappraisal. Applied Linguistics, 25, 156-177. http://dx.doi.org/10.1093/applin/25.2.156

Jochimsen, M. (2008). Grammar in EAP: Introduction. Grin. https://www.grin.com/document/148621

Kim, I. H. (2017). Metadiscourse in persuasive essays by elementary students in South Korea and the US. Journal of Language and Cultural Education, 5(2), 80-102. https://doi.org/10.1515/jolace-2017-0020

Leedham, M. (2014). Chinese students' writing in English: Implications from a corpus-driven study. NY: Routledge.

Lili, T. (2021). The application of transitional devices in English writing teaching. In 2nd International Conference on Language, Art and Cultural Exchange (ICLACE 2021) (pp. 355-358). Atlantis Press. https://doi.org/10.2991/assehr.k.210609.071

Matthiessen, C. M., & Halliday, M. A. K. (1997). Systemic functional grammar: A first step into the theory. China: Higher Education Press.

Pavlović, T. V., & Đorđević, D. (2020). The use of metadiscourse markers in essays written by esp university students. Годишњак Филозофског факултета у Новом Саду, 45(5), 233-249. https://doi.org/10.19090/gff.2020.5.233-249

Rasooyar, H., & Hosseini, E. (2019). Investigating interpersonal metadiscourse markers in English MA theses: The case of transition markers. Global Journal of Foreign Language Teaching, 9(4), 184-192. https://doi.org/10.18844/gjflt.v9i4.4089

Sanford, S.G. (2012). A comparison of metadiscourse markers and writing quality in adolescent written narratives [Unpublished thesis]. University of Montana. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1006.9538&rep=rep1&type=pdf (accessed 10 June 2020)

Seek, N.M. (2012). Cross-disciplinary learning. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_1476

Sheridan, (2020). Types of essays.  Sheridan. https://sheridancollege.libguides.com/AcademicWriting/essaytypes

Sihura, M. (2019). Transitivity process in frozen movie: A study of systemic functional grammar. International Journal of Systemic Functional Linguistics, 2(2), 79-85. https://doi.org/10.55637/ijsfl.2.2.1480.79-85

Thompson, S. (1996). Interactional units in conversation: Syntactic, intonational and pragmatic resources. Interaction and Grammar, (13), 134.

Walková, M. (2020). Transition markers in EAP textbooks. Journal of English for academic purposes, 46, 100874. https://doi.org/10.1016/j.jeap.2020.100874

Wordvice, K.H. (2021). Effective transition words in academic papers. Wordvice. https://blog.wordvice.com/common-transition-terms-used-in-academic-papers