Department of Foreign Languages, Dashtestan Branch, Islamic Azad University, Borazjan, Iran
Abstract: (213 Views)
Metadiscourse helps the writer to get the reader to better understand and perceive the text. The purpose of this study was to investigate the way interpersonal metadiscourse markers were used within persuasive essays written by Iranian EFL students. The participants (N=50) were asked to write an essay in which to persuade city dwellers to leave the city and start a new life in a rural area. Interpersonal metadiscourse markers (hedges, boosters, attitude markers, engagement markers, self-mentions) were traced and analyzed. The occurrences were observed in their textual context to help identify their function. The results showed an unbalanced presence of metadiscourse markers in the essays written by Iranian EFL learners in favor of directives as a realization of boosters. We concluded that metadiscursive elements might be configured according to cultural norms in the students’ native culture. It is suggested to teach EFL students to use modal verbs to adjust weight of imposition of boosters.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2022/02/14 | Accepted: 2022/05/22
Received: 2022/02/14 | Accepted: 2022/05/22
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