Metadiscourse markers help writers make coherent and reader- friendly texts, which is of considerable importance in academic writing. The main aim of this study was to investigate how interactive and interactional meta-discourse markers are used by Iranian EFL learners. An inquiry was carried out to investigate cross-cultural similarities and differences in the use of meta-discourse markers in the Discussion and Conclusion sections of the master theses of three categories: native English speakers, native Persian speakers, and non-native English speakers. Following Hyland's (2005) meta-discourse taxonomy, a corpus of sixty master theses was investigated to search for meta-discourse markers. The results showed that native English writers used more interactive and interactional meta-discourse markers than native Persian and EFL learners which might stem from the insufficient awareness of EFL learners of the role of the meta- discourse markers, intercultural differences, and the fact that they do not usually receive explicit instruction on these devices in Persian academic context.
کلید واژگان :meta-discourse markers, interactive/interactional meta- discourse markers, cross-cultural, academic writing
ارزش ریالی : 350000 ریال
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