-
دسترسی آزاد مقاله
1 - The Role of Extensive Listening Tasks in the Use of Discourse Markers by Iranian Intermediate EFL Learners in their Oral Production of Stories
Mahboobeh Abedi Abbas Bayat Hossein AhmadiSpeaking is challenging for EFL learners as it calls for grammatical competence and discourse knowledge, including Discourse Markers (DM), which help them speak naturally. This study sought to investigate the effect of extensive listening tasks on the use of DMs in spea چکیده کاملSpeaking is challenging for EFL learners as it calls for grammatical competence and discourse knowledge, including Discourse Markers (DM), which help them speak naturally. This study sought to investigate the effect of extensive listening tasks on the use of DMs in speaking by Iranian intermediate EFL learners. Sixty intermediate EFL learners were randomly assigned into two experimental and control groups. The participants' oral production was checked in the two groups before the treatment, and the frequency and types of DMs were detected. For the treatment, the participants in the experimental group were required to listen to different short stories as part of out-of-class activities for three months. However, the control group did not receive extensive listening tasks. A posttest was administered only one day after the last treatment session to realize the impact of the treatment on the participants' use of DMs. After four weeks, a delayed posttest was administered to examine the participants' long-term DM use. The data collected from the posttest and delayed posttest were then analyzed using independent paired samples t-tests. The findings indicated that extensive listening tasks did not impact the use of DMs in speaking by Iranian EFL learners at the intermediate level. The results of the delayed posttest did not yield any significant difference either. پرونده مقاله -
دسترسی آزاد مقاله
2 - A Study of the Research Article Discussion Section Written by Native Authors: Hyland’s (2005) Metadiscourse Model in Focus
Jafar Asadi Seyed Hesamuddin Aliasin Rasool Morad-JozAcademic writing in general and writing research articles in particular have long been considered a crucial mode of discourse, which is due to its challenging requirements for writers. Metadiscourse resources aid the reader in reading comprehension through coherence and چکیده کاملAcademic writing in general and writing research articles in particular have long been considered a crucial mode of discourse, which is due to its challenging requirements for writers. Metadiscourse resources aid the reader in reading comprehension through coherence and cohesion. This study attempts to analyze research article discussion sections written by native authors regarding metadiscourse markers. To this end, 40 research article discussions by native writers from humanities were selected and analyzed. The purpose of the study is to discover the number and types of metadiscourse markers and rhetorical techniques used in composing these texts. The study continues on a qualitative research design, through text analysis, on the basis of Hyland’s (2005) Metadiscourse Model. The findings indicated that the writers used the interactive metadiscourse markers twice as often as the interactional ones. This research could have a direct bearing on teaching writing and material design to enable EFL learners to use an optimal extent of these resources effectively. پرونده مقاله -
دسترسی آزاد مقاله
3 - The Impact of Online Metadiscourse Markers Instruction on Iranian EFL Learners' Expository Writing: A Mixed Methods Study
Mozhdeh Tahmasbi Majid Fatahipour Neda GharagozlooFocusing on metadiscourse markers during EFL writing classes has garnered research attention, yet few studies were conducted on online expository writing. This study explores the effect of metadiscourse markers instruction on expository writing of 80 male and female EFL چکیده کاملFocusing on metadiscourse markers during EFL writing classes has garnered research attention, yet few studies were conducted on online expository writing. This study explores the effect of metadiscourse markers instruction on expository writing of 80 male and female EFL learners in the school context, selected through convenience sampling and an interview followed with a smaller number of participants. Initially, the eighty participants were assigned to experimental (n=40) and control (n=40) groups after checking homogeneity in terms of English proficiency level. The participants in the experimental group received explicit instruction of markers, whereas the control group received the conventional curriculum-based writing instruction that included similar material/topics, except for the explicit focus on metadiscourse markers, all through a uniform digital platform mandated in the state-run schools. The frequency/use of metadiscourse markers in the writing assignments of the participants per session and the total was noted, and then a corpus of 80 collected essays was analyzed by a trained rater and researcher to both analyze whether metadiscourse markers instruction had any significant effect on expository writings and to determine which metadiscourse markers showed up in the texts written by students more. Finally, a semi-structured interview was conducted with eight EFL instructors to explore their attitudes. Statistical test of Analysis of Covariance showed a significant effect of metadiscourse markers instruction on EFL learners’ expository writing. Another finding was that participants employed interactional metadiscourse markers frequently. Implications for policy-makers, students, and teachers indicate that free access to online writing resources improves learning perceptions/outcomes. پرونده مقاله -
دسترسی آزاد مقاله
4 - جنسیت و تفاوت گفتمان: بررسی نشانه های گفتمانی در مکالمات روزمره سخنوران زن و مرد فارسی زبان
منیژه اعلمی مریم صباحThe present study is an attempt to investigate Persian men-women discourse in cross-gender interactions by focusing on the type, frequency of occurrence and function(s) of discourse markers in oral discourse. The qualitative and quantitative methods are employed to iden چکیده کاملThe present study is an attempt to investigate Persian men-women discourse in cross-gender interactions by focusing on the type, frequency of occurrence and function(s) of discourse markers in oral discourse. The qualitative and quantitative methods are employed to identify DMs and to specify their functions as they occur in Persian language. The particular dialect spoken by people living in Tehran, the capital of Iran, is the focus of investigation. Brinton’s (1996) binary classification is adopted as a theoretical framework in defining the functions Persian DMs have at the interpersonal and textual levels. Altogether 34 types of Persian DMs are identified and their functions are specified in this study among which na/na baba (no) occupies the top rank in the frequency list. Another reading of the data pertains to the number and proportion of DMs employed by Persian male-female speakers. As it is inferred, the ratio of discourse markers in the women’s discourse is higher than the men’s (138 vs. 116) which accounts for the female speakers’ inclination to employ discourse markers as helpful devices in fulfilling their communicative needs. Although the disharmony is observed in the number of discourse markers in two gender groups, the results of the Chi-square test (p=0.157>0.5) indicates that it is not statistically significant. In terms of discourse markers usage for the textual/interpersonal purposes, the qualitative and quantitative analyses yield significant gender differences. The results of the Chi-square test shows P=0.02 پرونده مقاله -
دسترسی آزاد مقاله
5 - The Impact of Explicit Instruction of Metadiscourse Markers on EFL Learners' Listening Comprehension
tooba mardaniAccording to Hyland (2000), metadiscourse is recognized as an important means of facilitating communication, supporting a writer's position, and building a relationship with an audience. This study aims to investigate the impact of explicit instruction of metadiscourse چکیده کاملAccording to Hyland (2000), metadiscourse is recognized as an important means of facilitating communication, supporting a writer's position, and building a relationship with an audience. This study aims to investigate the impact of explicit instruction of metadiscourse markers on EFL learners' listening comprehension. The participants of this study were 50 undergraduate students majoring in English Translation at the University of Khorasgan. To elicit the relevant data, participants were given a pretest of listening comprehension to check their initial knowledge and unprompted use of metadiscourse markers. The participants were divided into two groups randomly. Students in the experimental group were taught metadiscourse markers in addition to a process method, while those students in the control group were thought only a process method. Finally, a post test measuring their listening comprehension with metadiscourse markers in focus was administered. The results indicated generally that explicit instruction of metadiscourse markers significantly improves EFL learners' listening comprehension. The findings call practitioners to pay more serious attention to metadiscourse markers in making EFL curricula. پرونده مقاله -
دسترسی آزاد مقاله
6 - The effect of discourse markers on listening comprehension of EFL Iranian high and low proficiency Learners
Neda Javadi Ramin RahmanyThis research was designed to investigate the effects of discourse markers on EFL Iranianlearners' listening comprehension. Fifty eight male and female students took a pre-test as aproficiency test first, 39 students out of 58 are needed. To gain this aim, a language pr چکیده کاملThis research was designed to investigate the effects of discourse markers on EFL Iranianlearners' listening comprehension. Fifty eight male and female students took a pre-test as aproficiency test first, 39 students out of 58 are needed. To gain this aim, a language proficiencytest, i.e., Nelson test will be given to the total participants. After calculating Mean and StandardDeviation, each person with +1SD above the mean will be assigned to high level of languageproficiency and each one with -1SD below the mean will be assigned to low level of languageproficiency. Then they were assigned to two experimental groups and a control group, twentystudents for high level proficiency of DMs group, nineteen students for low level proficiency ofDMs group and nineteen students for control group were selected. During four sessions of thetreatment, each experimental group worked on four listening passages taken from IELTS sample.The participants in two experimental groups were encouraged to think and notice meaningfullyto the DMs and their functions how concepts are linked in listening passages by DMs. Alongwith the experimental groups, the participants in the control group also worked on the differentfour listening passages. At the end, three post tests were performed in one session. Finally OnewayANOVA was used to analyze the results of the control and the two experimental groups’post- tests, and a significant difference was observed in the high proficiency experimental groupof DMs and control groups, but there was not observed any remarkable difference between thelow proficiency group and control group. پرونده مقاله -
دسترسی آزاد مقاله
7 - The effect of discourse markers on intermediate learners’ listening comprehension
Neda Javadi Ramin RahmanyThis research was designed to investigate the effects of discourse markers on EFL Iranian learners' listening comprehension. Fifty eight male and female students took a pre-test as a proficiency test first, 39 students out of 58 are needed. To gain this aim, a language چکیده کاملThis research was designed to investigate the effects of discourse markers on EFL Iranian learners' listening comprehension. Fifty eight male and female students took a pre-test as a proficiency test first, 39 students out of 58 are needed. To gain this aim, a language proficiency test, i.e., Nelson test will be given to the total participants. After calculating Mean and Standard Deviation, each person with +1SD above the mean will be assigned to high level of language proficiency and each one with -1SD below the mean will be assigned to low level of language proficiency. Then they were assigned to two experimental groups and a control group, twenty students for high level proficiency of DMs group, nineteen students for low level proficiency of DMs group and nineteen students for control group were selected. During four sessions of the treatment, each experimental group worked on four listening passages taken from IELTS sample. The participants in two experimental groups were encouraged to think and notice meaningfully to the DMs and their functions how concepts are linked in listening passages by DMs. Along with the experimental groups, the participants in the control group also worked on the different four listening passages. At the end, three post tests were performed in one session. Finally One-way ANOVA was used to analyze the results of the control and the two experimental groups’ post- tests, and a significant difference was observed in the high proficiency experimental group of DMs and control groups, but there was not observed any remarkable difference between the low proficiency group and control group پرونده مقاله -
دسترسی آزاد مقاله
8 - The Analysis of the Discourse Markers in the Narratives Elicited from Persian-speaking Children
Iran Mehrabi SariDiscourse markers (DMs) are linguistic elements that index different relations and coherence between units of talk. Most research on the development of these forms has focused on conversations rather than narratives. This article examines age and medium effects on use o چکیده کاملDiscourse markers (DMs) are linguistic elements that index different relations and coherence between units of talk. Most research on the development of these forms has focused on conversations rather than narratives. This article examines age and medium effects on use of various discourse markers in pre-school children. Fifteen normal Iranian monolingual children, male and female, participated in this study. They were divided into three age groups (4-5, 5-6, 6-7). Two tests, story production and story re-production (retelling), based on two different story books were used to elicit the children's narratives. This study shows that the functions of DMs within the oral narrative context follow neither from their usual meanings nor from their usual discourse functions in other contexts. These markers just help to continue the narrative procedure. Narrative experts illustrate how DMs initiate and conclude narrative action, how they guide listeners to follow their interruption and sequence of narrative elements. The results showed no specific difference on the kind of DM being used regarding the age of the participants; furthermore, in terms of the number of utterances and also DMs, children overall behaved differently when they were asked to retell a story, comparing to the time when they were asked to produce a story. پرونده مقاله -
دسترسی آزاد مقاله
9 - Metadiscourse Markers in Quantitative and Qualitative Applied Linguistics Research Articles' Discussions: A Comparative Study
Marzieh Bagherkazemi Milad Moradpour Moghadam Vajargahi S. Sadat JavadiMetadiscourse markers are aspects of a text’s organization denoting a writer’s stance toward its propositional content. Given the ideological difference between quantitative and qualitative research in terms of determinacy, metadiscourse markers can be viewe چکیده کاملMetadiscourse markers are aspects of a text’s organization denoting a writer’s stance toward its propositional content. Given the ideological difference between quantitative and qualitative research in terms of determinacy, metadiscourse markers can be viewed as a venue through which writers’ epistemological positions are presented. The present study was designed to compare the use frequency of interactive and interactional metadiscourse markers in the discussion section of 20 quantitative and 20 qualitative applied linguistics research articles, with reference to Hyland's (2005) framework. The analysis involved the comparison of frequency counts of metadiscourse markers across the two corpora using a series of Chi-square tests. To that end, the results were computed and analyzed through SPSS. The results revealed significant differences in terms of the frequency of all interactive and interactional metadiscourse markers except for frame markers, evidentials, attitude markers, engagement markers, and boosters. The findings of study have important implications for academic writing instruction. پرونده مقاله -
دسترسی آزاد مقاله
10 - A Sociopragmatic Analysis of Textual Metadiscourse Markers in English and Persian Scientific Texts
Jhale Bagheri Reza Biria Sajad ShafieeThis study aimed to explore the function and frequency of textual metadiscourse markers (MDMs) in scientific English and Persian texts. Based on the qualitative and quantitative analysis of textual markers characterizing the selected genre, four different textbooks, two چکیده کاملThis study aimed to explore the function and frequency of textual metadiscourse markers (MDMs) in scientific English and Persian texts. Based on the qualitative and quantitative analysis of textual markers characterizing the selected genre, four different textbooks, two written in English and two in Persian were analyzed to identify the textual metadiscourse categories (including logical markers, code glosses, and sequencers) used in these texts and to determine the sociopragmatic differences existing in these languages, chi-square test was run and the findings suggested that textual MDMs were present in both English and Persian texts, but they differed in their frequency of occurrence. The contrastive comparison between the English and Persian texts revealed that the frequency of the textual MDMs was greater in the Persian texts. Therefore, it was concluded that such discrepancy could be attributed to the differing rate of explicitness in these two languages. The Persian writers were more interested in explicating their ideas for readers through the text via the use of textual markers (TMs) to a greater extent. It was further found that different factors may influence the use of MDMs, namely the culture, the writer's preferences, the text, and its genre. The implications could include the precaution that Iranian EFL writers ought to be advised to approximate their writing style, in terms of using MDMs, to that of native speakers of English while writing in English. پرونده مقاله -
دسترسی آزاد مقاله
11 - Metadiscourse Markers in the Abstract Sections of Persian and English Law Articles
Keihaneh, Karimi Mahboube Maleki Maryam FarniaAbstracts are well-accepted as the clarity and fidelity of language in any article assists the readership to get the central points of the research in a brief l but effective manner. Meanwhile, as a significant feature of any piece of discourse, meta-discourse markers c چکیده کاملAbstracts are well-accepted as the clarity and fidelity of language in any article assists the readership to get the central points of the research in a brief l but effective manner. Meanwhile, as a significant feature of any piece of discourse, meta-discourse markers can effectively render article abstract texts more reader-friendly and coherent. The present study aims at investigating the extent to which English and Persian abstract sections of Law articles are cross-culturally similar or different in applying metadiscourse markers. To this end, 80 articles, 40 in each language, were carefully selected from Law articles published from 2010 to 2015 in online archives of leading journals. The selected corpora were analyzed through the models suggested by Hyland and Tse (2004) and Hyland (2005) to find out the type, number, and frequency of the markers, respectively. The findings of the study revealed that English authors enlisted a larger number of metadiscourse markers than their Persian counterparts; Persian authors, on the other hand, employed larger number of transitions among others. Such observed differences may stem from the culture-specific application and organization of discourse followed by diverse nationalities and norms. پرونده مقاله -
دسترسی آزاد مقاله
12 - How Does Explicit and Implicit Instruction of Formal Meta-discourse Markers Affect Learners’ Oral Proficiency?
Mohammad Ebrahim Moghaddasi Mohammad Bavali Fatemeh BehjatMeta-discourse markers are an inevitable part of oral proficiency which improve both the quality and comprehension of learners’ speech. While studies of oral meta-discourse have been conducted since the 1980s in a European or US context, they have remained relativ چکیده کاملMeta-discourse markers are an inevitable part of oral proficiency which improve both the quality and comprehension of learners’ speech. While studies of oral meta-discourse have been conducted since the 1980s in a European or US context, they have remained relatively untouched in Iran. Therefore, this study aimed to seek the impact of both explicit and implicit teaching of formal meta-discourse markers on EFL learners’ oral proficiency. To this end, the quantitative data were collected from ninety upper-intermediate students at Shiraz University Language Center. Two groups went through an instruction for an eight-session treatment. However the experimental group ‘B’ (N=45) were instructed the formal meta-discourse markers implicitly, the target formal meta-discourse markers were taught to the experimental group ‘A’ (N=45) explicitly. To compare the participants’ performances, an SOPI (Simulated Oral Proficiency Interview) posttest was administered. The results revealed that the instruction of meta-discourse markers had a positive effect on the learners’ oral outcome. Moreover, the findings showed that learners who received explicit method of teaching formal meta-discourse markers could perform better in speaking than learners who received implicit instruction. The findings can have pedagogical implications for EFL educators and materials developers to enhance learners’ oral proficiency. The findings also provide important insight into the effect of teaching discourse markers and raising learners’ awareness through explicit instruction to make pupils produce more cohesive and coherent speech. پرونده مقاله -
دسترسی آزاد مقاله
13 - Metadiscourse Markers in the Abstract Section of Applied Linguistics Research Articles: Celebrity vs. Non-celebrity Authors <br> DOR: 20.1001.1.23223898.2021.9.37.10.8
Parisa Ahmadi Javad Gholami Reza Abdi Zila MohammadniaMetadiscourse involves the self-reflective linguistic expressions that refer to the evolving text, the writer, and the imagined readers of that text. This study utilized an interpersonal model of metadiscourse to examine the authors' use of metadiscourse in the Abstract چکیده کاملMetadiscourse involves the self-reflective linguistic expressions that refer to the evolving text, the writer, and the imagined readers of that text. This study utilized an interpersonal model of metadiscourse to examine the authors' use of metadiscourse in the Abstract sections of Applied Linguistics Research Articles (RAs). It investigated the distributions of interactive and interactional metadiscourse markers at a corpus of 110 RAs published by celebrity and non-celebrity authors to determine the ways academic writers deploy these resources at a hight-stake research genre to persuade readers in their discourse community. The findings revealed that frame markers with a relative frequency of 112 were the most frequent strategy category for the non-celebrity authors. Moreover, evidentials with a relative frequency of 3 were the least frequently used strategy for the celebrity authors. There were no significant differences in the use of interactive and interactional metadiscourse markers between celebrity and non-celebrity authors. These findings might have implications for the teaching of academic writing and scholarly publishing and for novice writers who aim to publish their studies in academic journals. پرونده مقاله -
دسترسی آزاد مقاله
14 - Authenticity of Discourse Markers and Features in Iranian School English Textbooks
Husain AbdulhayA carefully-constructed discourse is requisite for acquainting learners with a native-like lingual situation. The present study sought to appraise three locally-made EFL textbook series, prescribed by the Ministry of Education in Iran for the school students, in respect چکیده کاملA carefully-constructed discourse is requisite for acquainting learners with a native-like lingual situation. The present study sought to appraise three locally-made EFL textbook series, prescribed by the Ministry of Education in Iran for the school students, in respect of their discourse features to ascertain the extent to which these course-books enable the foreign language learners to achieve pragmatic competence. The content analysis was built mainly on the framework developed by Carter and McCarthy (2006) and Cutting (2011). The post-use evaluation of 21 dialogues incorporated in the course-books divulged that they were satisfactory at living up to the provision of sufficient instances of discourse markers but showcasing them in a hackneyed and iterative motif and in a cursory and hasty tempo. Situational ellipsis, as the most salient feature of the spoken discourse, was sparsely evidenced and for some discourse markers a one-off insertion of their instances was witnessed. Results of this study have some practical implications and suggestions for language teachers and textbook developers. پرونده مقاله -
دسترسی آزاد مقاله
15 - Effects of Explicit Instruction of Metadiscourse Markers on Persuasive Writing Ability and the Learners’ Attitude towards Teaching Academic Writing with Online Modality
Majid Fatahipour Mozhdeh Tahmasbi Neda GharagozlooPersuasive writing is considered a complex genre for EFL learners to master and yet vital for academic arguments. As metadiscourse markers are recognizable and familiar devices to persuade, the purpose of this study was to investigate the effects of their explicit onlin چکیده کاملPersuasive writing is considered a complex genre for EFL learners to master and yet vital for academic arguments. As metadiscourse markers are recognizable and familiar devices to persuade, the purpose of this study was to investigate the effects of their explicit online instruction on Iranian EFL learners' persuasive writing. The participants were homogenous EFL learners at the intermediate level, divided into two groups: experimental (n=40) and control (n=40). An official e-platform used in Iranian state-run schools was used for online instruction. According to a regular schedule, the participants received different passages containing metadiscourse markers. The teacher assigned the experimental group to notice and discuss the markers in small groups. Then, a passage-related topic was assigned and the learners wrote a persuasive essay in each session. For the control group, the same procedure was adopted except for the explicit focus on metadiscourse markers. Finally, a writing test demonstrated the significant effect of explicit instruction on persuasive writing of EFL learners, through statistical analysis explaining participants’ attitude and high frequency of - interactive type markers. Learners’ attitudes were also examined through interviews. Pedagogical implications are suggested to include explicit focus on metadiscourse markers in writing courses. پرونده مقاله -
دسترسی آزاد مقاله
16 - A Comparative Study of Textual Metadiscourse Markers in Introduction and Method Sections of Applied Linguistics Research Articles
Alireza Jalilifar Fariba KabezadehOne important approach to macro structure study of a text is to analyze it in relation to its generic structure. The present study investigated variations in the use of textual meta-discourse markers (TMMs) in two major sections of research articles (RAs), that is intro چکیده کاملOne important approach to macro structure study of a text is to analyze it in relation to its generic structure. The present study investigated variations in the use of textual meta-discourse markers (TMMs) in two major sections of research articles (RAs), that is introduction and method. It aimed to find out how TMMs are deployed and whether differences in the rhetorical structures of introduction and method account for any change in the distribution and use of TMMs. Sixty-five RAs from international journals published 2005 onward were selected. In order to identify TMMs, Hylands' (2004) model of metadiscourse markers (MMs) was used. Findings marked variations in the use of TMMs in introduction and method sections which, in turn, justify generic variations in the two sections. An awareness of the kinds of meanings that can be construed and the linguistic resources available to do so may be an important step in students’ learning to manage these resources in their own writing. پرونده مقاله -
دسترسی آزاد مقاله
17 - Engagement Markers: a Technique for Improving Writing Skills
Hamid Allami Haleh SerajfardWriters use metadiscourse markers to create and maintain relationship with their readers, influencing them by addressing them directly in various ways. The present study aimed at exploring the use of engagement markers as related to the quality of texts produced by IELT چکیده کاملWriters use metadiscourse markers to create and maintain relationship with their readers, influencing them by addressing them directly in various ways. The present study aimed at exploring the use of engagement markers as related to the quality of texts produced by IELTS student writers. To this end a quasi-experimental design was conducted through which 30 university level IELTS student writers were selected to comprise an experimental group which received instruction on the use of engagement markers. Another group of 30 students was selected to form the control group which received instruction on developing compositions only through a process method. The results indicate significant differences between the performance of experimental group and that of control group in terms of effectiveness of produced texts. پرونده مقاله -
دسترسی آزاد مقاله
18 - Exploratory-Cumulative Talk Discourse Markers in Translation Classes: Covertly-Needed vs. Overtly-Needed Translation Texts
Samaneh Yazdani Hossein Heidari Tabrizi َAzizeh ChalakThe widening conceptual and methodological approach towards exploratory-cumulative talk reflecting its multi aspects of being the optimal analytical tool and strategy in translation classes was the main motivation to set the present study to check whether there is any s چکیده کاملThe widening conceptual and methodological approach towards exploratory-cumulative talk reflecting its multi aspects of being the optimal analytical tool and strategy in translation classes was the main motivation to set the present study to check whether there is any significant difference between the occurrence frequencies of the discoursal markers showing exploratory-cumulative features in the covertly and overtly needed translation texts. 63 linguistically homogeneous undergraduate students majoring in English translation at Islamic Azad University participated in this study. Two classes; namely, Translation of Literary Texts and Translation of Political Texts, were held by one of the researchers employing the exploratory-cumulative talk as an effective approach to make the learners more efficient and independent cognitively, pedagogically, linguistically and psychologically. Exploratory-cumulative talk discoursal markers, thereof, were identified by using a number of pre-defined indicators by Wegerif and Mercer based on four ground rules that led to capture the nature of the types of the talks and their frequency in classroom recorded conversations. The results of the data analyses showed although the mean of the occurrences of exploratory-cumulative discourse markers for the course Translation of Political Texts was greater than those for the course Translation of Literary Texts, the difference was not found significant. پرونده مقاله -
دسترسی آزاد مقاله
19 - Contrastive Analysis of Metadiscourse Markers Used by Non-native (Iranians) vs. Native (Americans) Speakers in Developing ELT Materials
Esmail Faghih Maryam MohseniMetadiscourse is a widely used term in current discourse analysis and language education, referring to an interesting, and relatively new approach to conceptualizing interaction between text producers and their texts and between text producers and users. Despite the gro چکیده کاملMetadiscourse is a widely used term in current discourse analysis and language education, referring to an interesting, and relatively new approach to conceptualizing interaction between text producers and their texts and between text producers and users. Despite the growing importance of the term, however, it is often understood in different ways and used to refer to different aspects of language use. In the present study the metadiscourse markers used in texts developed by non-native (Iranians) and the ones written by native (Americans) speakers are contrastively analyzed. The framework of this research was Ken Hyland's model (2005) proposed as interactional and interactive resources. The purpose of this study was to see whether interactional metadiscouse markers are different and/or similar in texts developed by non-native (Iranians) and native (Americans) speakers and to what extent these interactional metadiscourse markers are different and/or similar. Moreover, this study also aimed at investigating whether interactive metadiscourse markers are different and/or similar in texts developed by non-native (Iranians) and native (Americans) speakers, and to what extent these interactive matadiscourse markers are different and/or similar. The data collection procedure was carefully performed and the raw data submitted to SPSS (version 17.0) program to calculate the required statistical analysis in order to address the research questions and hypotheses of the study. The results of the research revealed that the interactive metadiscourse markers were not statistically different in texts developed by non-natives (Iranians) and native (Americans). But the interactional metadiscourse markers were statistically different in texts developed by non-native (Iranians) and native (Americans). Thus interactional metadiscourse markers were not statistically similar in both texts. پرونده مقاله -
دسترسی آزاد مقاله
20 - Metadiscourse Markers in a Corpus of Learner Language: The Case of Iranian EFL Learners
Hossein khazaee Parviz Maftoon Parviz Birjandi Ghafour Rezaie GolandouzDifferent issues have been probed in learner corpus research since the late 1980s.However, taking the im- portance of meta discourse markers (MDMs) in signposting academic discourse, their use in Iranian EFL learners‟ academic essays is an area of research in need of a چکیده کاملDifferent issues have been probed in learner corpus research since the late 1980s.However, taking the im- portance of meta discourse markers (MDMs) in signposting academic discourse, their use in Iranian EFL learners‟ academic essays is an area of research in need of a more serious analysis. Contributing to this line of investigation, this paper reports a corpus-based study of the use of MDMs in the academic essays of Iranian EFL learners who have majored in English-related fields in Iran. For this, based on Hyland‟s (2005)model of MDMs, the recently-compiled Iranian corpus of learner English was analyzed for in- stances of MDMs and compared with a sub-corpus of the British academic written English. The findings indicated overuse in categories (interactional and interactive) and overuse and underuse in types of MDMs (hedges, transitions, etc.) in Iranian EFL learners‟ essays relative to the English-natives‟ essays, with more instances of interactional MDMs in the former compared with more uses of interactive MDMs in the latter. Suggestions have been proposed for such profiling of MDMs among Iranians as rooted indif- ferences between Iranian and English cultures, previous instruction, and so forth. Implications of the re- sults for English language teaching including explicit teaching of MDMs have been considered. پرونده مقاله -
دسترسی آزاد مقاله
21 - How does Explicit and Implicit Instruction of Formal Meta-discourse Markers Affect Learners’ Writing Skills?
محمد مقدسی محمد بوالی Fatemeh BehjatDiscourse markers improve both the quality and comprehension of a written text. This study aimed at investigating the effect of explicit and implicit instruction of formal meta-discourse markers on writ- ing skills. The quantitative data were collected from 90 upper-int چکیده کاملDiscourse markers improve both the quality and comprehension of a written text. This study aimed at investigating the effect of explicit and implicit instruction of formal meta-discourse markers on writ- ing skills. The quantitative data were collected from 90 upper-intermediate students at Shiraz Univer- sity Language Center. Two experimental groups went through an instruction, while the control group did not receive any instruction on formal meta-discourse markers. A pretest-posttest method of as- sessment was employed. After an eight-session treatment, a posttest was administered to compare the participants‟ performances. The results revealed that the instruction of formal meta-discourse markers had a positive effect on the learners‟ writing skills. Moreover, the results showed that learners who received explicit instruction of meta-discourse markers could perform better in writing than learners who received implicit instruction. The findings can have pedagogical implications for EFL educators and materials developers to enhance learners‟ writing skill. Furthermore, the findings provide impor- tant insight into the impact of teaching discourse markers and raising learners‟ awareness through ex- plicit instruction in order to make pupils produce more cohesive and coherent written texts. Besides, it sheds light on the effect of different types of instruction on learning metadiscourse markers and its application in writing skills. پرونده مقاله -
دسترسی آزاد مقاله
22 - Metadiscourse Markers: A Contrastive Study of Translated and Non-Translated Persuasive Texts
Tooba MardaniMetadiscourse features are those facets of a text, which make the organization of the text explicit, provide information about the writer's attitude toward the text content, and engage the reader in the interaction. This study interpreted metadiscourse markers in transl چکیده کاملMetadiscourse features are those facets of a text, which make the organization of the text explicit, provide information about the writer's attitude toward the text content, and engage the reader in the interaction. This study interpreted metadiscourse markers in translated and non-translated persuasive texts. To this end, the researcher chose the translated versions of one of the leading newspapers in the United States, The New York Times, and the original versions of Hamshahri newspaper (an Iranian newspaper). Qualitative and quantitative analysis of both textual and interpersonal metadiscourse markers in second language (L2) translated and non-translated version of the opinion articles from The New York Times and Hamshahi (6 from each), found out how the translators organize their texts and how these organizations were related to the non-translated texts. Findings of the study revealed that textual and interpersonal metadiscourse markers were seen in both sets of data. Regarding the occurrences of textual metadiscourse categories and subcategories, the results showed significant differences between the two groups. It was, however, found that the Iranian writers used interpersonal markers significantly more than the Iranian translators did. The results suggested that metadiscourse markers have a prominent role to help the translators of opinion articles to understand the original texts. پرونده مقاله
سکوی نشر دانش
سند یا سکوی نشر دانش ،سامانه ای جهت مدیریت حوزه علمی و پژوهشی نشریات دانشگاه آزاد می باشد
پیوندهای سایت
مراکز مرتبط
پشتیبانی
صفحات رسمی
حقوق این وبسایت متعلق به سامانه مدیریت نشریات دانشگاه آزاد اسلامی است.
حق نشر © 1403-1400