A Comparative Analysis of Epistemic and Root Modality in Two selected English Books in the Field of Applied Linguistics Written by English Native and Iranian Non-native Writers

محورهای موضوعی : language teaching

مینو شاه محمدی ¹ ( Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran )
ناصر غفوری ² ( Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran )

تاریخ دریافت : 1396/01/19 تاریخ پذیرش : 1398/01/19 تاریخ انتشار : 1396/01/01

کلید واژه: academic writing, Discourse Analysis, epistemic modality, root modality,

چکیده مقاله :

Academic discourse has always been the focus of many linguists, especially those who have been involved with English for Academic Purposes (EAP) and discourse analysis. Persuasion, as part of rhetorical structure of academic writing, is partly achieved by employing modality markers. Adopting a descriptive design, the present study was carried out to compare the use of modality markers in terms of frequency and their categorical distribution in two academic books, written in English, in the field of Applied Linguistics by native English and non-native Iranian authors. Quirk, Greenbaum, Leech, and Svartvik’s (1985) model of modality was employed as an analytical framework to identify the type of modal verbs. The frequency of different types of modal verbs was calculated per 100000 words and the significance of difference in their distribution was checked through Chi-square nonparametric inferential statistics. The results of the statistical analyses did not show any significant difference in the overall distribution of modality (both epistemic and root) markers. However, significant differences were observed in the categorical distributions of modal verbs in two corpora. The results were attributed to the non-native writers’ lack of awareness of the conventional rules of English rhetoric, and the lack of explicit instruction in this field. The findings could offer pedagogical implications for those involved in syllabus design and materials development in general and English writing courses in particular.

چکیده انگلیسی:

گفتمان آکادمیک همواره مورد توجه زبان شناسان، به ویژه در حوزه های انگلیسی با اهداف ویژه و تجزیه و تحلیل کلام بوده است. ترغیب به عنوان بخشی از ساختار فن بیان در نوشتار آکادمیک، از طریق استفاده ار وجه نما ها حاصل می گردد. تحقیق حاضر با استفاده از روش تحقیق توصیفی به مقایسه فراوانی وجه نما ها و نحوه توزیع آنها در دو کتاب در حوزه زبانشناسی کاربردی به زبان انگلیسی با نویسندگان انگلیسی زبان بومی و غیر بومی ایرانی می پردازد. مدل تجزیه و تحلیل کوویرک (1985) به عنوان چهارچوب نظری جهت تشخیص و تعیین انواع مختلف افعال وجهی معرفتی و الزامی مورد استفاده قرار گرفت. فراوانی انواع افعال وجهی در هر یکصدهزار واژه در دو متن تعیین و معنی دار بودن تفاوت آنها در دو کتاب از طریق روش آماری آزمون مجذور خی محاسبه گردید. نتایج بدست آمده تفاوت معنی داری در میزان استفاده نویسندگان از وجه نماها (هم معرفتی و هم الزامی) بطور کلی در دو کتاب نشان نداد اما تفاوتهای معنی داری در توزیع و بکار گیری انواع متفاوت وجه نماها در دو کتاب دیده شد. نتایج با توجه به عدم آگاهی کافی نویسندگان ایرانی از قواعد فن بیان انگلیسی مورد بحث قرار گرفته و فواید آموزشی بسیاری برای دستاندرکاران آموزش زبان انگلیسی و تهیه و تدوین فصول درسی بست آمد

منابع و مأخذ:

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