Interactional Metadiscourse in the Writings of Novice vs. Established Members of Academic Communities

Document Type: Research Paper


1 Associate Professor, Chabahar Maritime University, Iran

2 PhD Candidate in ELT, Chabahar Maritime University, Iran

3 Assistant Professor, Chabahar Maritime University, Iran


Novice academic writers, particularly Iranian graduate students (IGSs), upon entering an academic community, are hypothesized to face probable difficulties in practicing rhetorical expectations set by the experienced (EXP) members, hence, not being able to write in a way acceptable to these professionals. To explore the probable rhetorical distance between them, this study investigated the employment of interactional metadiscourse markers (IMMs) in the writings of IGSs (MA and Ph.D.) and EXP figures in Applied Linguistics. 120 recent research articles (RAs) served as the corpus of the study. Drawing on Hyland’s (2005) model of metadiscourse, all occurrences of the five types of IMMs were functionally identified, and compared. To detect any possible significant differences between the corpora, Chi-square tests were run. The results indicated that the IGSs used far less IMMs than the EXP ones in their RAs. However, the general pattern of their metadiscourse use was similar to the EXP writers’. It can be concluded that although the IGSs are relatively aware of general rhetorical framework of the genre based on IMMs, they seem to be far away from the rhetorical standards set by the established members of the discipline. Finally, the possible justifications and implications of the study were presented.


Article Title [Persian]

بررسی مقابله ای نشانه های فرامتن تعاملی در مقالات دانشجویان تحصیلات تکمیلی ایرانی و مقالات اعضای باتجربه جامعه علمی

Authors [Persian]

  • هوشنگ خوشسیما 1
  • امرالله طلعتی باغسیاهی 2
  • اسماعیل زارع بهتاش 1
  • مهدی صفایی قلاتی 3
1 دانشیار، دانشگاه دریانوردی و علوم دریایی چابهار
2 دانشجوی دکتری، دانشگاه دریانوردی و علوم دریایی چابهار، ایران
3 لستادیار، دانشگاه دریانوردی و علوم دریایی چابهار
Abstract [Persian]

به نظر می رسد که نویسندگان تازه کار متون علمی، بویژه دانشجویان ایرانی تحصیلات تکمیلی، در آستانه ورود به جامعه ی علمی مربوطه با مشکلات احتمالی در رعایت و به کار گیری استراتژی ها و قواعد بلاغی پذیرفته شده و حاکم بر گفتمان در آن جامعه مواجه شوند. از آنجایی که تصور بر این است که اعضای با تجربه و تثبیت شده جوامع علمی خود را ملزم به رعایت این قواعد و استراتژی ها می دانند و نوشته های آنها مبتنی بر این قواعد بلاغی پذیرفته شده است، این پژوهش به بررسی تفاوتها وشباهتهای بلاغی احتمالی نوشته های این دانشجویان با نوشته های اعضای با تجربه جامعه علمی پرداخته است. برای این کار، به کار گیری علایم و نشانه های فرا متن تعاملی در یکصد و بیست مقاله ی رشته زبانشناسی کاربردی نوشته شده توسط این دو گروه نویسنده مورد بررسی قرار گرفت. نتایج بررسی نشان داد که این دانشجویان به صورت معناداری از علایم فرامتن تعاملی بسیار کمتری نسبت به اعضای با تجربه استفاده کردند. اما نتایج بیانگر این حقیقت است که الگوی کلی بکار گیری این علایم توسط دانشجویان نیز با الگوی استفاده شده ی نویسندگان باتجربه شباهت دارد. بنابراین میتوان نتیجه گرفت که علی رغم اینکه این دانشجویان نسبتا از چارچوب کلی بلاغی حاکم بر این جامعه کلامی آگاهی هایی دارند اما به نظر می آید که فاصله زیادی بین آنها و اعضای تثبیت شده ی این جامعه در بکارگیری علایم فرامتن تعاملی وجود دارد. در پایان دلایل مورد بحث قرار گرفت و پیشنهاداتی نیز ارایه شد.

Keywords [Persian]

  • فرامتن تعاملی
  • نوشته های علمی
  • نویسندگان تازه کار
  • نویسندگان با تجربه
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