An Exploration of Hyland's Model of Metadiscourse Use in Academic Articles

The present research study was conducted to investigate whether there was any statistically significant difference in the implementation of English Interactive and Interactional metadiscourse markers in different sections of academic papers written by Persian and Turkish PhD ELT students. To this end, eight PhD Turkish and Persian papers from the Journal of Language and Linguistic Studies and Teaching English Language Journal in English were randomly selected. The frequency and nature of each discourse marker was identified, categorized, and analyzed based on Hyland's (۲۰۰۵) model. The results indicated that Transitional markers were the most frequent metadiscourse markers in the corpus (۱۴۰۱ in Turkish articles and ۱۷۴۰ in Iranian articles with a percentage of ۴۳.۹% and ۵۱.۶%, respectively). Hedges were the second most frequent type of the metadiscourse markers (۶۸۶ in Turkish articles and ۶۰۷ in Iranian articles with a percentage of ۲۱.۵% and ۱۸%, respectively). The results of this study could offer a number of pedagogical implications guiding teachers and educators in honing their teaching skills and strategies and improving ELT students' academic writing.

کلیدواژه ها:

English discourse markers ، Research articles ، Iranian PhD students ، Turkish PhD students ، Interactional discourse markers ، Interactive discourse markers