META-DISCOURSE MARKERS IN INTRODUCTION AND LITERATURE REVIEW SECTIONS OF MANAGEMENT ARTICLES WRITTEN BY IRANIAN AND FOREIGN SCHOLARS
Author :
Abstract
.
Keywords
Abstract
This study aimed to explore interactive meta-discourse markers used in the introduction and literature review sections of the management articles written by Iranian scholars based on Hyland’s (2005) model. A mixed methods design was selected. The materials used in this study included 60 English management articles, 30 written by Iranian Scholars and 30 by foreign scholars, which were selected from the existing data bases through availability purposive sampling. After data collection, the introduction and literature review sections of the papers were read by the researcher to investigate them in terms of the use of interactive meta-discourse markers (i.e., transitions, evidentials and code glosses) based on Hyland’s (2005) model. Data analysis was conducted using descriptive statistics and Chi-square test. According to the results, in Iranian scholars’ articles, the most frequent meta-discourse markers used in the introduction and literature review sections of the management articles based on Hyland’s model were transitions and evidentials, respectively. In addition, the least frequent meta-discourse markers used in the introduction and literature review sections of the management articles written by Iranian scholars based on Hyland’s (2005) model were code glosses. Regarding foreign scholars’ articles, transitions were shown to be the most frequent meta-discourse marker used in the introduction section of the management articles based on Hyland’s (2005) model. In the literature review section of the articles, the highest frequency was related to evidentials and transitions. It was also revealed that the least frequency was for code glosses in both the introduction and literature sections of the articles by foreign scholars. According to the results obtained from Chi-square test, the observed difference between the frequency of interactive meta-discourse markers used in the introduction and literature review sections of the management articles written by Iranian and foreign scholars based on Hyland’s (2005) model was statistically significant.
Keywords
- Abdi, R. (2011). Meta-discourse strategies in research articles: a study of the differences across subsections. The Journal of Teaching Language Skills (JTLS), 30(1), 1-16. http://dx.doi.org/10.22099/jtls.2012.391
- Abdi, R. (2012). Evidence marking in research articles: An investigation of its sources and relative reliability through quality markers. The Journal of Teaching Language Skills (JTLS) 30(4), 1-26. http://dx.doi.org/10.22099/jtls.2011.369
- Ahour, T., & Entezari Maleki, S. (2014) . The effect of metadiscourse instruction on Iranian EFL learners’ speaking ability. English Language Teaching, 7(10), 69-75. http://dx.doi.org/10.5539/elt.v7n10p69
- Akindele, O. (2008). A critical analysis of the literature review section of graduate dissertations at the University of Botswana. Retrieved from www.espworld.info/Articles_20/DOC/GRADUATE_WRITING_site.pdf
- Amiryousefi, M., & Eslami Rasekh, A. (2010). Metadiscourse: Definitions, issues and its implications for English teachers. Journal of Canadian Center of Science and Education, 3(4), 159-167. http://dx.doi.org/10.5539/elt.v3n4p159
- Ary, D., Jacobs, L. C. & Sorensen, C. (2010). Introduction to research in education (8th ed.). Orlando, FL: Harcourt Brace College Publishers.
- Babaii, E., Atai, M.R., & Mohammadi, V. (2016). Tracing meta-discursive stance over time and across disciplines : A comparative study of English research articles. Issues in Language Teaching (ILT), 5(1), 83-106. http://dx.doi.org/10.22054/ilt.2016.7727 Bagheri, J., Biria, R. & Shafiee, S. (2013). A sociopragmatic analysis of textual metadiscourse markers in English and Persian scientific texts. International Journal of Foreign Language Teaching & Research, 1(3), 100-121. Retrieved from http://ensani.ir/file/download/article/1610955922-10329-99-23.pdf Bal-Gezegina, B. (2016). A Corpus-based investigation of metadiscourse in academic book reviews. Procedia - Social and Behavioral Sciences, 232, 713 – 718. https://doi.org/10.1016/j.sbspro.2016.10.097
- Bernad-Mechó, E. (2015). A multimodal discourse analysis of linking metadiscursive elements in two opencourseware lectures (MOOCs). Procedia - Social and Behavioral Sciences, 212, 61–66. https://doi.org/10.1016/j.sbspro.2015.11.299
- Carrió-Pastor, M.L., & Calderón, R.M. (2015). A contrastive analysis of metadiscourse features in business e-mails written by non-native speakers of English. Procedia - Social and Behavioral Sciences, 173, 214 – 221. https://doi.org/10.1016/j.sbspro.2015.02.055
- Ebrahimi, S.J. (2018). The role of meta-discourse markers in comprehending texts of reading comprehension books published in Iran and Oxford University Press. International Journal of Applied Linguistics & English Literature, 7(3), 90-96. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.3p.90
- Estaji, M., & Vafaeimehr, R. (2015). A comparative analysis of interactional meta- discourse markers in the Introduction and Conclusion sections of mechanical and electrical engineering research papers. Iranian Journal of Language Teaching Research, 3(1), 37-56. http://dx.doi.org/10.30466/ijltr.2015.20401
- Ghadyani, F., & Tahririan, M.H. (2014). Interactional markers in English medical research articles written by Iranian and native authors: A contrastive metadiscourse analysis of method section. Advances in Language and Literary Studies, 5(4), 137-150. http://dx.doi.org/10.7575/aiac.alls.v5n.4p.137
- Ghahremani, M., & Biria, R. (2017). Exploring interactive and interactional meta- discourse markers in discussion sections of social and medical science articles. International journal of research in English education, 2(4), 11-29. http://dx.doi.org/10.29252/ijree.2.4.11
- Ghasemi, M. (2013). An investigation into the use of cohesive devices in second language writings. Theory and Practice in Language Studies, 3 (9), 1615-1623. http://dx.doi.org/10.4304/tpls.3.9.1615-1623
- Gholami, M., Tajalli, Gh., & Shokrpour, N. (2014). An investigation of meta-discourse markers in English medical texts and their Persian translation based on Hyland's model. European Journal of English Language and Literature Studies, 2(2), 1-41. Retrieved from https://www.eajournals.org/wp-content/uploads/AnInvestigation-Of-Metadiscourse-Markers-In-English-Medical-Texts-And-TheirPersian-Translation-Based-On-Hylands-Model2.pdf
- Halliday, M.A.K., & Hasan, R. (1976). Cohesion in English. London: Longman.
- Hassen, R. (2015). Discourse as medium of knowledge: transmission of knowledge by transmission of discourse people live. Journal of Education and Practice, 6(1), 119-128. Retrieved from https://files.eric.ed.gov/fulltext/EJ1083383.pdf
- Kawase, T., (2015). Metadiscourse in the introductions of PhD theses and research articles. Journal of English for Academic Purposes, 20, 114-124. https://doi.org/10.1016/j.jeap.2015.08.006
- Kwan, B. S. C., Chan, H., & Lam, C. (2012). Evaluating prior scholarship in literature reviews of research articles: A comparative study of practices in two research paradigms. English for Specific Purposes, 31 (3), 188–201. https://doi.org/10.1016/j.esp.2012.02.003
- Mardani, T. (2017). The impact of explicit instruction of metadiscourse markers on EFL learners' listening comprehension. Journal of Teaching English Language Studies, 5(3), 7-17.
- Mirshamsi, A., & Allami, H. (2013). Meta-discourse markers in the discussion/conclusion section of Persian and English master's theses. The Journal of Teaching Language Skills (JTLS), 32(3), 23-40. http://dx.doi.org/10.22099/jtls.2013.1706
- Mkhitaryan, Y., & Tumanyan, S. (2015). On differences in the use of hedging in English and Armenian academic discourse. Procedia - Social and Behavioral Sciences, 197, 2506 – 2511. https://doi.org/10.1016/j.sbspro.2015.07.324
- Ofte, I. (2014). English academic writing proficiency in higher education: Facilitating the transition from metalinguistic awareness to metalinguistic competence. Acta Didactica Norge, 8 (2), 1-15. https://doi.org/10.5617/adno.1142
- Rostami Abu-Saeedi, A. A. (2010). Use of cohesive ties in English as a foreign language students’ writing. Iranian Journal of Applied Language Studies 2, 137-156. https://doi.org/10.22111/ijals.2012.65
- Sarani, A., Khoshsima, H., & Izadi, M. (2016). Poring over meta-discourse use in discussion and conclusion sections of academic articles written by Iranian ESP students. Journal of Research in Applied Linguistics, 8(1), 133-145. https://doi.org/10.22055/rals.2017.13846
- Shi, W., & Han, J. (2014). Research on writing samples from the perspective of meta- discourse. English Language Teaching, 7(11), 151-158. https://doi.org/10.5539/elt.v7n11p151
- Tafaroji Yeganeh, M., & Ghoreyshi, S.M. (2015). Exploring gender differences in the use of discourse markers in Iranian academic research articles. Procedia - Social and Behavioral Sciences, 192, 684 – 689.
- Tafaroji Yeganeh, M., Mellati Heravia, I., & Sawaria, A. (2015). Hedge and booster in newspaper articles on Iran’s presidential election: A comparative study of English and Persian articles. Procedia - Social and Behavioral Sciences, 192, 679 – 683.
- Tajeddin, Z., & Alemi, M. (2012). L2 learners’ use of meta-discourse markers in online discussion forums. Issues in Language Teaching (ILT), 1(1), 93-121. Retrieved from https://ilt.atu.ac.ir/article_116.html
- Tavakoli, M., Dabaghi, A., & Khorvash, Z. (2010). The effect of meta-discourse awareness on L2 reading comprehension: A case of Iranian EFL learners. English Language Teaching, 3(1), 92-102. https://doi.org/10.5539/elt.v3n1p92
- Vyncke, M. (2012). The concept and practice of critical thinking in academic writing: an investigation of international students’ perceptions and writing experiences. (Master’s Thesis) King's College, London. Retrieved from https://www.academia.edu/29836342/The_Concept_and_Practice_of_Critical_Th inking_in_Academic_Writing_An_Investigation_of_International_Students_Percepti ons_and_Writing_Experiences
- Wei, J., & Gong, Y.T. (2016). Studies on meta-discourse since the 3rd millennium. Journal of Education and Practice, 7(9), 194-204. Retrieved from files.eric.ed.gov/fulltext/EJ1095757.pdf
- Yang, W., & Sun, Y. (2012). The use of cohesive devices in argumentative writing by Chinese EFL learners at different proficiency levels. Linguistics and Education, 23, 31–48. https://doi.org/10.1016/j.linged.2011.09.004
- Yazdani, A., & Salehi, H. (2016). Meta-discourse markers of online texts: English and Persian online headlines use of meta-discourse markers. International Journal of Education & Literacy Studies, 4(3), 41-46. https://doi.org/10.7575/aiac.ijels.v.4n.3p.41
