Interactional Metadiscourse in Turkish Postgraduates' Academic Texts: A Comparative Study of How They Introduce and Conclude

Autor/in	Akbas, Erdem
Titel	Interactional Metadiscourse in Turkish Postgraduates' Academic Texts: A Comparative Study of How They Introduce and Conclude
Quelle	In: Journal on English Language Teaching, 2 (2012) 3, S.35-44 (10 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2231-3338
Schlagwörter	Comparative Analysis; Foreign Countries; Academic Discourse; Turkish; English (Second Language); Second Language Learning; Native Language; Writing (Composition); Masters Theses; Discourse Analysis; Computer Software; Language Usage; Guidelines; Audience Awareness; Graduate Students; Computational Linguistics; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Ausland; Discourse; Diskurs; Türkisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schreibübung; Diskursanalyse; Sprachgebrauch; Richtlinien; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Linguistics; Computerlinguistik; Statistische Analyse; Türkei
Abstract	This study explores interactional metadiscourse resources in master's dissertations (introductions and conclusions) of Turkish students written in Turkish and English. Interactional resources were identified according to Hyland and Tse's (2004) framework by using WordSmith Tools (5.0). A statistically significant difference between two groups of writers was found in their introductions in terms of overall five subcategories whereas their uses of interactional metadiscourse in conclusions were statistically insignificant. Further analysis showed that Turkish writers of English predominantly used hedges, attitude markers and self-mentions. It is interesting to note that Turkish writers, while writing in their mother tongue, tended to build a strong relationship with their target readers in both of the sections by employing approximately twice engagement markers compared to their peers writing in English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01