The present study aims to investigate the differences between Iranian (Persian-speaking) and Arab writers in the use of meta/discourse markers in Arabic academic writing. Emphasizing analysis at both the functional and individual marker levels, this study sought to answer the main research question of whether a significant difference exists between the two groups of writers in their use of meta/discourse markers. The research methodology was quantitative and corpus-based. The data comprised 200 academic article abstracts in the humanities and social sciences, selected through purposive sampling (100 abstracts by Iranian writers and 100 abstracts by Arab writers). meta/discourse markers were classified into 12 functions and 87 individual markers based on an integrated framework drawing on models by Fraser (2006) and Hyland (2005). Data were analyzed using Generalized Linear Models with a negative binomial distribution in SPSS software.The findings revealed that at the functional level, the pattern of discourse marker use did not differ significantly between the two groups (p = 0.063), with both groups employing additive, referential, explanatory, and introductory functions most frequently. However, at the level of individual markers, a significant difference was observed between the two groups (p 0.001). The marker wa (‘and’) was the most frequent marker overall, accounting for 38.1% of all uses, and was used significantly more often by Arab writers. Arab writers also made significantly greater use of the markers bal (contrastive), min khilāl (referential), qad (hedging), and mithl (explanatory). In contrast, Iranian writers employed introductory verbal markers such as yatanāwal, yuḥāwil, and yas‘ā, as well as inferential markers like aẓharat natā’ij... and tawuṣṣala, significantly more frequently.
The use of appropriate rhetorical moves (RMs) and meta-discourse markers (MMs) improve the argumentative and persuasive force of academic texts, such as essays, thesis, seminar papers, and articles. However, authors from different language backgrounds and levels of expertise may use different RMs and MMs when writing in a foreign language. This study is aimed at describing how Indonesian authors in Applied Linguistics use RMs and MMs in their research article abstracts (RAAs) published in international and local journals. 20 RAAs published in international journals and 20 RAAs published in local journals were chosen for the corpora of this study. Swales (2009) five rhetorical moves for RAAs and Hyland's (2005) taxonomy of MMs were used as models in the analyses. The results reveal that different from international journal readers’ expectations, Indonesian authorsin Applied Linguistics use only 3 Moves (Moves 2, 3 & 4) classified as obligatory and 2 Moves (Moves 1 & 5) conventional. Also, they use interactive MMs far more frequently in Moves 3 and 4 because these two moves are relatively longer than the other three moves. As found in other similar studies, the Indonesian authors use interactive MMs far more frequently than interactional MMs because they concern more about their text cohesion, coherence, and convincing rather than their interaction with the potential readers.
Dr Gufran Alam· International journal of all...· 0 citations
This paper is a conceptual comparative study of refusal strategies that are employed by Jordanian and Egyptian speakers, emphasizing how cultural and linguistic factors shape these strategies. Understanding the utilization of these strategies is vital for comprehending the responses of those receiving refusals. This study investigates the diverse refusal strategies applied by Jordanian and Egyptian student speakers to discover the cultural and linguistic influences on their choices. Data will be collected through interviews and memos employing Beebe et al.’s (1990) framework. The expected results are anticipated to elucidate the significant influence of linguistic and cultural factors on the articulated refusal strategies employed by the students. The study also aims to recognize the different types of refusal strategies commonly used by Jordanian and Egyptian student speakers. Eventually, this research will provide a basis for future investigations into the discursive markers utilized by Jordanian and Egyptian speakers in their interactions. Examining the implicit and explicit discursive markers of refusal will assist in getting an in-depth understanding of the linguistic and cultural impacts on Jordanian and Egyptian speeches.
Shafiq Banat· International Journal of Lin...· 0 citations
This study examines how Pakistani non-native English-speaking students (PNNS) and American native English-speaking students (ANS) use metadiscourse in the introductory sections of their postgraduate dissertations. The corpus consists of thirty dissertation introductions drawn from Pakistani and American universities across three academic registers engineering, linguistics, and social sciences spanning the publication years 2017 to 2021. Following Hyland’s (2005a) interpersonal model of metadiscourse, every text was coded for the interactional resources writers use to engage their readers: hedges, boosters, attitude markers, self-mention, reader references, and directives. A two-way analysis of variance (ANOVA), with register and year entered as fixed factors, was used to test for differences in how these markers were distributed across the corpus, supplemented by partial eta-squared for effect size and Cohen’s d for post hoc comparisons. The results show a significant interaction between year and register in the use of boosters and reader markers, a significant main effect of year on reader markers, and significant main effects of register on hedges, attitude markers, reader markers, and directives. Engineering texts consistently used fewer hedges but more reader references and directives than linguistics or social science texts, indicating that disciplinary convention shapes interactional metadiscourse more strongly than nationality or first-language background alone. The findings are discussed in relation to voice construction in second-language academic writing, with implications for how postgraduate writing is taught to non-native English speakers.
Abdul Manan, Aiman Fatima· Journal of Language, Literat...· 0 citations
The study investigates the syntactic complexity in Pakistani research articles. The focus of the research is on academic texts produced by Pakistani scholars and published in international journals. A mixed-methods research design is employed to examine the factors contributing to syntactic complexity in Pakistani English academic writing. This research mainly focuses on the complementation clause (that-clause) and other embedded clauses, which contribute to the syntactic complexity in writing. The syntactic measurement is examined using the key indices of Lu (2010), which present a statistical analysis of clausal structure. In this perspective, Weinrich’s (2010) syntactic theory is used to explain the qualitative findings. The sample for the study comprises internationally published research articles with Pakistani 1st author publications. The articles are converted into a specialized corpus. There are 96 files or research articles included in the study. Examples of clauses are extracted using AntConc (3.5.9). The findings reveal that dominant complementation clauses are prevalent in Pakistani academic writing. The syntactic structure is often complex, which highlights the embedding of local languages. In academic discourse, language is strongly influenced by a multilingual perspective (Weinrich, 2010). Pakistani English is a highly contact language, and studying it is very significant from an academic writing perspective.
Mairam Arif, Behzad Anwar, Uswa Shahid et al.· The Regional Tribune· 0 citations
Purpose: The growing popularity of pronunciation research has led to an accumulation of knowledge in the literature. Notwithstanding the existence of reviews and syntheses on pronunciation, none has addressed this line of inquiry in the Turkish academic setting within the context of DergiPark journals. Design & Methodology: To that end, this study employed systematic, bibliometric, and content analyses to uncover the research tendencies and trends in pronunciation research within the mentioned context. A title search using keywords in DergiPark revealed 73 eligible records. A spreadsheet was used to document bibliometric and methodological characteristics, and NVivo 15 was used for content analysis. Findings: The study demonstrated that pronunciation research primarily focused on learnerteacher problems, leaving under-researched areas (e.g., instructional effectiveness, affective/cognitive factors, pronunciation constructs). Methodological robustness and depth are missing as the majority of research is either pedagogical/practice-oriented or uses quantitative designs, data collection tools, and analysis techniques. The prevalence of single-authorship calls for national and international co-operation. Implications & Suggestions: Collectively, the results were discussed within the broader literature, and implications were drawn. The findings suggest that Turkish researchers need greater methodological diversity, interdisciplinary collaboration, and attention to under-researched areas within English pronunciation scholarship.
I. Topal· İnönü Üniversitesi Eğitim Bi...· 0 citations
Authorial voice is an integral component of literary writing where interpretation and analysis play an important role. Based on Hyland (2008), this study focuses on functional lexical bundles, including text, participant, and referential-oriented bundles, to analyze samples of undergraduate students’ writings in literature in an L1 Arabic EFL context. This article aims to investigate the extent to which students’ written essays in literature used lexical bundles as a linguistic resource to assert their individual voice and stylistic identity. The study is significant as it contributes to an understanding of how lexical bundle usage shapes authorial voice among undergraduates, particularly in an L1 Arabic EFL context. The present corpus comprises 157 undergraduate literary essays from a public university in Oman. The corpus is over 90, 000 words. Analysis of frequency, variation, and functional roles is done using Ant Conc 4.0 software. The study adopts a corpus-based quantitative analysis complemented by qualitative contextual analysis by integrating quantitative analysis with textual interpretation to assess learners’ communicative and argumentative competence in academic literary discourse. Findings suggest that students tend to use research-oriented bundles of place and time, with minimal usage of participant bundles, which are key markers of their authorial voice. The study further recommends a targeted intervention through bundle-usage teaching to clarify voice, agency, and authorship in literary analysis.
Sandhya Rao Mehta, Susanne Ramadan, Majda R. Atieh· Arab World English Journal· 0 citations
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