Akademik Veri Yönetim Sistemi
Second Language Teacher Education: Inspiring Creativity, Cultivating Excellence (SLTED2024), Brno, Çek Cumhuriyeti, 4 - 06 Eylül 2024, ss.64-65, (Özet Bildiri)
Metadiscourse markers (MDMs) play a key role in terms of organization of written texts and reader’s text comprehension as writers can guide their readers with the help of those markers. Therefore, it is important for L2 learners of English to learn and use MDMs in their writing processes. Although some international studies exist in the literature, there are not many studies focusing on the Turkish context. With respect to this, the current study aims to compare Turkish EFL learners and native English speakers’ use of metadiscourse markers in their argumentative essays. For the Turkish corpus, 10 Turkish English Language Teaching (ELT) Department students’ argumentative essays have been collected. For the native English corpus, the essays have been reached through the Louvain Corpus of Native English Essays (LOCNESS). Both Turkish and native students’ essays topics are similar to each other in order to ensure the reliability of the study. Metadiscourse markers found in both groups of essays have been coded in line with the metadiscourse framework suggested by Hyland (2005). Within the framework of contrastive interlanguage analysis (CIA) (Granger, 1996; 2015), the collected corpus has been analyzed through a corpus linguistic approach (CL) (Sinclair, 1991) to seek i) the type of MDMs used by Turkish EFL learners, ii) the type of MDMs used by native English students and iii) similar or different patterns between Turkish and native English students in terms of the use of MDMs.