Iranian EFL Learners` Use of Metadiscourse Markers in Argumentative Writing

Mostafa Rahimi Rad

Abstract


This paper is an attempt to investigate the EFL Iranian learners` use of metadiscourse markers in argumentative writing. The participants of the study are 40 students both male and female. To produce the relevant data, participants were given a pretest of writing ability to check their initial knowledge use of metadiscourse markers. Finally, a post test assessing their writing ability with metadiscourse markers was administered. Writing is a social activity and it is supposed as an important factor of literacy in society despite being mastered in English, students from different cultures and with different first languages seem to be different in developing writing texts.  Metadiscourse markers enable the writers to interact with the readers effectively. The findings revealed that both male and female writers employed more interactive markers than interactional markers due to the fact that both genders inserted transition markers frequently to guide readers through the texts. The findings indicated generally that instruction of metadiscourse markers significantly improves EFL learners’ writing ability of advanced students. The Teachers pay more attention to metadiscourse markers in making EFL curricula. Then they ask for the reinforcement of metadiscourse markers through instruction in EFL courses for the improvement of the learners' writing ability.


Keywords


metadiscourse; metadiscourse markers; writing ability; language proficiency; instruction; gender

Full Text:

PDF

References


Alahmad, Mana. The Role of Form–Focused Instruction on Foreign Language Learners. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Volume 2, No 4, November 2019, Page: 44-53. www.bircu-journal.com/index.php/birle

Bunton D. ( 1999). The use of higher level metatext in ph.D thesis. English for Specific Purpose.- .

Crismore, A., & Abdollahzadeh, E. (2010). A review of recent metadiscourse studies: The Iranian context. NJES, 9(2), 195-219.

Crismore, A., Markkanen, R., & Steffensen, M. S. (1993). Metadiscourse in persuasive writing: A study of texts written by American and Finnish university students. Written Communication, 10(1), 39-71. doi: 10.1177/0741088393010001002

Dastjerdi, H. Vahid and M. Shirzad ( ). The Impact of Explicit Instruction of Metadiscourse Markers on EFL Learners’ Writing Performance. The Journal of Teaching Language Skills (JTLS),Vol, ,No. ,Summer,Ser. Fuertes-Olivera PA,M. Velasco-Sacristan

Dastjerdi, H. Vahid and M. Shirzad (2010). The Impact of Explicit Instruction of Metadiscourse Markers on EFL Learners’ Writing Performance. The Journal of Teaching Language Skills (JTLS),Vol, ,No. ,Summer,Ser. Fuertes-Olivera PA,M. Velasco-Sacristan

Farrokhi, F., & Ashrafi, S. (2009). Textual meta discourse resources in research articles. Journal of English Language Teaching and Learning, 52(212), 39–75. Retrieved from http://coeweb.fiu.edu/research_con / Florida International University.

Hyland, K. (1998). Persuasion and context: The pragmatics of academic metadiscourse. Journal of Pragmatics, 30, 437.

Hyland, K. (1998). Persuasion and context: The pragmatics of academic metadiscourse. Journal of pragmatics. 30, 437-455.

Hyland, K. (1999). Talking to students: Metadiscourse in introductory textbooks. English for Specific Purposes. 18(1), 3-26.

Hyland, K. (2000). Disciplinary discourses: Social interactions in academic writing. White Plains, NY: Longman.

Hyland, K. (2004). Disciplinary interactions: Metadiscourse in L2 postgraduate writing. Journal of Second Language Writing, 13, 133-151.

Hyland, K. (2005). Metadiscourse: Exploring interaction in writing. Oxford: Continuum.

Hyland, K. & Paltridge, B. (Eds.). (2011). Continuum companion to discourse analysis. London: Continuum.

Hyland, K. & Tse, P. (2004). Metadiscourse in academic writing: A reappraisal. Applied Linguistics, 25, 156-177.

Jalilifar, A. and Alipour, M. (2007). How explicit instruction makes a difference: Metadiscourse markers and EFL learners' reading comprehension skill. Journal of College Reading and Learning, 38, 1.

Jalilifar, A. R. (2008). Discourse markers in composition writings: The cae of Iranian learners of English as a foreign language. English Language Teaching, 1, 114-127.

Martinez, A. C. L. (2004). Discourse markers in the expository writing of Spanish university students. IBERICA, 8, 63-80.

Rahmatirad, Mahbobeh. The Effect of Task-Based Syllabus on Iranian EFL Learners. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Volume 2, No 4, November 2019, Page:32-43.www.bircu-journal.com/index.php/birle.

Rahimirad, Mostafa. The Impact of EFL Teachers’ Assessment Literacy on Their Assessment Efficiency in Classroom. Britain International of Linguistics, Arts and Education (BIoLAE) Vol. 1, No. 1, July 2019, Page: 9-17

Rahimirad, Mostafa, A Sociolinguistic Approach to the Persian Native Speakers’ Strategies for Expressing Sorrow and Happiness: A Comparison of the Gender Differences. International Journal of Education, Culture and Society 2018; 6(1): 19-27

Schiffrin, D. (1987). Discourse Markers .Cambridge: Cambridge University Press.

Schiffrin, D. (2001). Discourse markers: language, meaning, and context. In D. Schiffrin, D. Tannen, and H. Hamilton, Handbook of Discourse Analysis (pp. 56-75). Malden: Blackwell Publishers

Sultan, A. H. J. (2011). A contrastive study of metadiscourse in English and Arabic linguistics research articles. Acta Linguistica Hungarica, 5(1), 28–41.




DOI: https://doi.org/10.33258/birle.v3i3.1184

DOI (PDF): https://doi.org/10.33258/birle.v3i3.1184.g1654

Article Metrics

Abstract view : 45 times
PDF - 10 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.