Explicit or Implicit Instruction of Metadiscourse Markers and Writing Skill Improvement

Yaghoubi, Ahmad; Ardestani, Somayeh

doi:10.7575/aiac.ijalel.v.3n.4p.14

Cited by 8 publications

(5 citation statements)

References 13 publications

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“…The results of this research are in harmony with those of the Vahid Dastjerdi and Shirzad (2010), Tavakoli et al (2012), Alavinia and Aftabi (2013), Taghizadeh andTajabadi (2013), Ahmadi Fatalaki andNazari (2015), Yaghoubi and Ardestani (2014) and Farhadi et al (2016). These studies all showed that there was a positive and direct relationship between teaching metadiscourse features and enhancing the writing performance of second language learners.…”

Section: Response To the Second Research Questionsupporting

confidence: 87%

Teaching metadiscourse features and IELTS writing performance of Iranian EFL learners

Farahani

Pahlevansadegh

2019

JARHE

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Purpose In spite of the growing interest in using corpora in language teaching and learning, applying computers and software (especially corpora software) is still new in second language teaching and learning. In addition, employing a learner corpus-based perspective in teaching metadiscourse features in International English Language Testing System (IELTS) writing tasks is not reported to the best knowledge of the researchers. Understanding and spotting this gap, the purpose of this paper is to utilize a learner corpus-based approach in teaching metadiscourse features and investigate its possible impacts on IELTS writing performance of the Iranian second language learners. Therefore, this study addressed the following research questions and hypotheses. Design/methodology/approach The current research utilized a quasi-experimental research design. In addition, this research used a learner corpus-based methodology. The corpus-based methodology was exploited to enable the researchers to have access to a large body of authentic language materials. In other words, a corpus-based methodology was used due to the fact that it made it possible for the researchers to elicit the metadiscourse features from a large number of authentic writing materials and to employ them during the treatment process with authentic examples. Findings The findings showed that there was a positive correlation between teaching metadiscourse features and writing performance of IELTS learners; in that, teaching metadiscourse features could soar the writing performance of the subjects. In addition, interactional metadiscourse features had more impact than interactive metadiscourse features on writing performance. Practical implications The results of this research can have useful implications for second language teachers and learners as well as researchers in learner corpus as they can learn the creation and application of learner corpora in second language teaching and learning. Originality/value This paper is value in that it uses corpus software and methodology in teaching metadiscourse features in writing section of IELTS test.

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Section: Response To the Second Research Questionsupporting

confidence: 87%

Teaching metadiscourse features and IELTS writing performance of Iranian EFL learners

Farahani

Pahlevansadegh

2019

JARHE

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“…Research has shown a significant relationship between the number of metadiscourse markers and essay writing quality (Sanford, 2012;Sešek, 2016). Similarly, other studies have revealed that they improve writing proficiency in second language learners (Cheng & Steffensen, 1996;Dastjerdi et al, 2010;Kaya & Sofu, 2020;Yaghoubi & Ardestani, 2014). At the cognitive level, metadiscourse markers provide students with a practical understanding of how a text should be processed (Hyland, 2010).…”

Section: Metadiscourse Markersmentioning

confidence: 98%

“…Moreover, beyond the direct benefits for students, metadiscourse markers make the text easier for readers to process (Hyland, 2010) and help writers negotiate meaning with their readers and interact with them, especially at advanced levels of academic writing (Hyland, 2004). In terms of instruction, research suggests that students benefit from the explicit and implicit teaching of metadiscourse markers (Yaghoubi & Ardestani, 2014), making it a perfect complement for academic writing settings.…”

Section: Metadiscourse Markersmentioning

confidence: 99%

Vocabulary Complexity in EFL University Students’ Academic Texts

Charpentier Jiménez

2023

RLM

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This paper examines students’ use of vocabulary in English as a foreign language (EFL) in academic writing. However necessary, the specific vocabulary used by students in academic EFL settings has not received sufficient attention. Thirty-one EFL students at a Costa Rican public university participated in this study, which was conducted over the course of a year. The researcher collected data from participants’ final research papers and used specialized software to determine their vocabulary usage. Data analyses indi- cate that: 1) lexical variety is above average, 2) students’ academic vocabulary is high but does not include all the possible subtypes, 3) students range between a C1 and C2 English level in the English Vocabulary Profile (EVP) distribution, and 4) metadiscourse markers are used but highly repetitive in students’ papers. These conclusions are con- sistent with the reviewed literature; they imply a high degree of variation across popula- tions. Furthermore, the analysis suggests that direct instruction may broaden students’ lexicon. These findings should serve as a springboard for implementing new teaching strategies that stimulate a curricular evaluation of the study plan.

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“…12 Metadiscourse is the level of discourse that adds another proposition to the propositional theme. 13 Metadiscourse is always present in most conversations and written texts and, in the context of the science classroom, its function is to assist the students to connect, interpret, organize and evaluate school content in the way preferred by the teacher. 4 As such, when teachers discuss science with their Spoken language is the vehicle through which a great deal of teaching takes place, as well as the way in which students show the teacher a great deal of what they have learned.…”

Section: Markers In the Teacher's Discourse In The Science Classroommentioning

confidence: 99%

“…students, they inevitably incorporate a range of metadiscourse (either consciously or unconsciously) to help them manage the complex and lengthy information that is being communicated to them. 14 Although the relevance of metadiscourse has been recovered in different investigations, 14,5,13 how teachers manage the use of metadiscourse in science classrooms has not been sistematically reviewed and analyzed. 11 In addition to the interactional and content aspects of conversation, Lemke 15 referred to a different type of conversation called 'metadiscourse' or a kind of conversation about conversation.…”

Section: Markers In the Teacher's Discourse In The Science Classroommentioning

confidence: 99%

The nature of science dimension in the teaching discourse. a case study

Cutrera¹

2023

OAJS

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Spoken language is the vehicle through which a great deal of teaching takes place, as well as the way in which students show the teacher a great deal of what they have learned. In this context, teaching is mostly a means of providing access to those specific ways of speaking. In particular, metadiscourse is a discursive resource used in discursive exchanges in science classrooms. Despite its importance, metadiscourse has been poorly studied in the science classrooms. One of the metadiscourse methods studied in classrooms is the one corresponding to epistemic markers. The purpose of this study is to analyze how a future Chemistry teacher uses metadiscourse to build scientific knowledge along with the students. A qualitative study of the future teacher’s speech was undertaken from discursive exchanges in a physical chemistry classroom. All classes were video and audio recorded for analysis purposes. From total of four classes, a number of extracts were selected from the third class. Based upon a content analysis, representative categories of epistemic markers in the teacher's verbal discourse were inferred. Discourse markers referred to the scientific law recognition as well as its structure and physicochemical properties thay either vary or remain constant during the phenomenon occurence were found. These markers show the importance of considering an explicit work with the epistemic dimension of the content in order to promote the construction of scientific explanations understanding in the science classroom. Additionally, this importance implies the relevance of engaging the future teachers in reflective practices that demonstrate the work with the nature of science from the discursive use of epistemological markers.

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Explicit or Implicit Instruction of Metadiscourse Markers and Writing Skill Improvement

Cited by 8 publications

References 13 publications

Teaching metadiscourse features and IELTS writing performance of Iranian EFL learners

Teaching metadiscourse features and IELTS writing performance of Iranian EFL learners

Vocabulary Complexity in EFL University Students’ Academic Texts

The nature of science dimension in the teaching discourse. a case study

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