AZ 30

An Interdisciplinary Analysis of Textual Metadiscourse Markers in ELT and Psychology Research Articles Conclusion Sections

كارشناسي ارشد

آموزش زبان انگليسي

دانشگاه پيام نور مركز نجف آباد

1398

98/11/08

78ص

مسعود سعيدي

فرزانه خدابنده

Textual metadiscourse markers , Research articles , English language teaching (ELT) , psychology

Metadiscourse markers are one of the most important factors which help create coherence and cohesion in writing. In the field of second language acquisition (SLA), the examination of metadiscourse markers helps the students and researchers to write research articles in different disciplines and evaluate the other articles to attain a high level of science. This study was conducted to analyze and compare textual metadiscourse markers used in the conclusion section of research papers in English language teaching (ELT) and psychology to assess whether the number and frequency of textual metadiscourse markers used in them are significantly different. To this end, 40 English language teaching articles and 40 psychology articles were downloaded online from recently published internationally accredited journals (from 2011 to 2019). The conclusion section of these articles was then extracted and the number and frequencies of textual metadiscourse markers used in them using the Hyland (2005) model were counted with Ant conc software and, manually for establishing reliability. The results showed that there was no significant difference between ELT and psychology papers in the use of textual metadiscourse marker subcategories because the Chi-square value for all of these components was smaller than the critical value. However, these results may have some implications for teaching disciplinary interaction, especially to English language learners. To students in academic disciplines, theoretical knowledge and awareness of the rhetorical purposes of research articles are more important than mere language skills.

99/5/4

سميه طاهري

60250