Revisiting Metadiscourse Markers of the Language Learners in Academic Writing

Feryal Cubukcu

Abstract


This study which explores successful and less-successful learners’ comparative essays written by university students learning Turkish, which is based on two corpora of student writing: 20 successful essays and 20 less-successful essays in Turkish. Using Hyland’s (2005) model of interactional metadiscourse, these papers were compared to examine the extent to which successful and less successful student-produced comparative essays differ in their employment of interactive and interactional modes. Findings of the analysis suggest that successful essays contain significantly greater instances of particularly interactive devices than less successful essays.

How  to  cite:  Cubukcu,  F.  (2017).  Revisiting  Metadiscourse  Markers  of  the  Language  Learners  in  Academic  Writing. Revista  Romaneasca  pentru  Educatie  Multidimensionala,  9(2),  36-47.  DOI: http://dx.doi.org/10.18662/rrem/2017.0902.02


Keywords


Metadiscourse, learners of Turkish, interactive, interactional.

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References


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