Loyalty to Traditional Prescriptions or Facing the Challenge of Realities: An Investigation into the Status of Metadiscourse Awareness in Academic Writing Coursebooks
محورهای موضوعی : English Language Teaching (ELT)
1 - گروه آموزش زبان انگلیسی، واحد مراغه، دانشگاه آزاد اسلامی، مراغه، ایران
کلید واژه: Metadiscourse, academic writing, Metadiscourse awareness, academic writing coursebook,
چکیده مقاله :
The well-established affiliation of metadiscourse research tradition to the philosophy of ESP raises some inevitable expectations on how much and how well the concept has been geared to meet the practical necessities of academic writing pedagogy. In light of such an expectation, a corpus of 35 academic writing coursebooks published during the last three decades was evaluated in terms of the possible realizations of key resources of interaction in pedagogical tasks. Due to its theoretical rigor and analytically operationalized nature, Hyland’s model of metadiscourse (2005a) was taken as the guiding framework for the current evaluation. The quantitative findings emerging from the analysis of the corpus did not sound sufficiently promising, suggesting that those theoretical developments have not yet been ideally translated into pedagogical designs; however, the rich range of resources identified in the tasks (i.e., the 55 categories emerging from the evaluation of the corpus) suggest that the rigorous tradition of research in metadiscourse has contributed to the effective operationalization of the concept for pedagogical objectives. It has been argued that through the effective introduction of the concept of metadiscourse into pedagogical designs and its appropriate operationalization, novice participants of academic/scientific discourse communities would be enabled to redefine the nature of academic communication and get rid of a large number of misconceptions which have become fossilized through long years of the dominance of positivistic thinking.
ارتباط تنگاتنگ سنت پژوهشی فراگفتمان با فلسفه ی "آموزش زبان انگلیسی با اهداف ویژه"، انتظارات اجتناب ناپذیری در مورد نحوه ی استفاده از این عناصر در آموزش نگارش آکادمیک ایجاد نموده است. در پرتو چنین انتظاراتی، تحقیق حاضر به بررسی جایگاه و نمودهای عینی این عناصر در فعالیتهای آموزشی 35 کتاب آموزش نوشتار آکادمیک منتشر شده در طول سه دهه گذشته پرداخته است. نتایج این ارزیابی که بر اساس الگوی فراگفتمان پیشنهاد شده توسط هایلند 2005 a انجام گرفت نشان میدهد که علیرغم ناکافی بودن (به لحاظ کمی) توجه به این عناصر از سوی مولفان کتب آموزشی، فرایند عملیاتی شدن مفاهیم انتزاعی حوزه ی نظری و تبدیل این مفاهیم به ویژگیهای ملموس و عینی مورد استفاده در متون در وضعیت مطلوبی قرار دارد و سنت پژوهشی حوزه ی فراگفتمان آکادمیک به عملیاتی شدن موثر این مفهموم جهت تامین نیازهای عملی آموزش کمک فراوانی کرده است. مولف مقاله حاضر معتقد است که معرفی مفهوم فراگفتمان و عملیاتی نمودن آن برای اهداف آموزشی باعث تغییر نگرش در میان مولفان متون آکادمیک نسبت به اهمیت معنای بین فردی در چنین متونی خواهد شد و به زدوده شدن سوء تفاهم ناشی از حاکمیت نگرشهای اثبات گرا کمک خواهد کرد.
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