A Comparative Study of Metadiscourse Resources in Introduction Section of Introductory and Scholarly Textbooks
Title
A Comparative Study of Metadiscourse Resources in Introduction Section of Introductory and Scholarly Textbooks
A Comparative Study of Metadiscourse Resources in Introduction Section of Introductory and Scholarly Textbooks
Keywords: Metadiscourse, Introduction section, Scholarly textbooks, Introductory textbooks
Authors
Davud Kuhi (PhD), Marzieh Tofigh (M.A), Maryam Yavari (M.A)
Islamic Azad University, Maragheh Branch.,Department of English, Maragheh, Iran
Davud Kuhi (PhD), Marzieh Tofigh (M.A), Maryam Yavari (M.A)
Islamic Azad University, Maragheh Branch.,Department of English, Maragheh, Iran
Bio Data
Davud Kuhi, PhD in English Language Teaching, is a teacher of applied linguistics issues in Islamic Azad University, Maragheh. His current research interests include Academic Discourse Analysis, Critical Discourse Analysis, and translation studies.
Marzieh Tofigh has an MA in Applied linguistics from Islamic Azad University, Maragheh, Iran. Her current research areas are discourse analysis, metadiscourse, and translation.
Maryam Yavari has an MA in Applied linguistics from Islamic Azad University, Maragheh, Iran. Her current research areas are discourse analysis, metadiscourse, and translation.
Abstract
The purpose of this study was to compare interactive and interactional metadiscourse in the introduction sections of introductory and scholarly-level textbooks in the field of Applied Linguistics. The corpus used in this research consisted of 30 introduction sections of textbooks in English (15 written for introductory level and 15 for scholarly level students), using an analysis based on Hyland’s (2005a) interpersonal taxonomy of metadiscourse. The results revealed slight differences in the introduction sections of the introductory and scholarly textbooks in terms of the distribution of interactive and interactional metadiscourse. As for the audiences and purposes of both textbook types, it is possible to deduce that the differences are partly due to their taking into account the readers’ needs at each level in the areas of comprehension and argument support. Thus, writers were attempting to use a rich repertoire of appropriate metadiscourse features. The study concludes with a reflection on the need for further research and on the pivotal role of metadiscourse in academic texts.
The purpose of this study was to compare interactive and interactional metadiscourse in the introduction sections of introductory and scholarly-level textbooks in the field of Applied Linguistics. The corpus used in this research consisted of 30 introduction sections of textbooks in English (15 written for introductory level and 15 for scholarly level students), using an analysis based on Hyland’s (2005a) interpersonal taxonomy of metadiscourse. The results revealed slight differences in the introduction sections of the introductory and scholarly textbooks in terms of the distribution of interactive and interactional metadiscourse. As for the audiences and purposes of both textbook types, it is possible to deduce that the differences are partly due to their taking into account the readers’ needs at each level in the areas of comprehension and argument support. Thus, writers were attempting to use a rich repertoire of appropriate metadiscourse features. The study concludes with a reflection on the need for further research and on the pivotal role of metadiscourse in academic texts.
[private]
See page: 126-152
GDE Error: Error retrieving file - if necessary turn off error checking (404:Not Found)
[/private]Category: Main Editions, Volume 15 Issue 2
