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Metadiscourse Markers Misuses.pptx

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Metadiscourse Markers Misuses.pptx

  1. 1. Metadiscourse Markers Misuses; a study of EFL Learners’ Argumentative Essays JAVAD GHOLAMI, SARA RAFSANJANI NEJAD, JAHANBAKHSH LOORAGI POUR
  2. 2. Research objective To investigate the misuses of two main categories of Metadiscourse markers used by a group of university students
  3. 3. Research Questions  Is there any significant difference between uses of textual and interpersonal metadiscourse markers in EFL learners’ argumentative essays?  Is there any significant difference between uses and misuses of textual metadiscourse markers in EFL learners’ argumentative essays?  Is there any significant difference between uses and misuses of interpersonal metadiscourse markers in EFL learners’ argumentative essays?  What kind of misuses of metadiscourse markers can be found in EFL learners’ argumentative essays?  Is there any significant relationahip between EFL learners’ essay scores and the scores gained in TOEFL?
  4. 4. This paper maintains that priority should be on how to effectively teach the functions of each metadiscourse marker in English classes carried out in Iran.
  5. 5. Design  The design of the study was descriptive and correlational. In quantitative part, Chi square was applied in investigating the types and frequency of Metadiscourse markers, while Pearson correlation was employed to explore the relationship between TOEFL scores and essay scores.
  6. 6. Participants  50 EFL Learners of intermediate language proficiency level.  Female junior students majoring in English literature at Kerman Azad university.  They are intermediate ones scoring 400-550 in the proficiency test.  All passed the prerequisite courses in English writing such as Advanced writing and Essay writing.
  7. 7. Materials  TOEFL (Test of English as a foreign language) proficiency test.  A list of six argumentative topics  8 item demographic questionnaire was employed
  8. 8. Procedure  A TOEFL Proficiency test were administered to EFL learners. 50 learners were selected (those scoring 400-550 in the test)  An argumentative topic was chosen on the basis of the students’ interests and knowledge. The topic in question was selected with a view to fulfilling the requirements for the research questions.  The researchers developed a list of six argumentative topics from TOEFL and EILTS practice test and asked 50 EFL Universtiy students to rate their knowledge of and interest in each topic. The topic selected for was based on the highest combined score for the ratings of topic knowledge and topic interest.
  9. 9.  Participants were given the topic to write a 250-word argumentative essay in 45 minutes.  “Do you agree or disagree with the following statement”? One should never judge a person by external appearances. Use specific examples to support your answer.”
  10. 10. Result  The result of the Chi-suare analysis indicated that misuses of metadiscourse markers can be due to overuse of these markers - Logical connective and personal markers - punctuation - Interlingua - Intralingua errors  With regard to the correlation between the participants’ TOEFL score and Essay score, it was concluded that language proficiency has a positive relationship with the uses of metadiscourse markers and essays quality.
  11. 11.  Is there any significant difference between uses of textual and interpersonal metadiscourse markers in EFL learners’ argumentative essays? - There was no significant relationship between us of textual and interpersonal markers in the participants’s essays.
  12. 12.  Is there any significant difference between uses and misuses of textual metadiscourse markers in EFL learners’ argumentative essays? - It can be concluded that there is a significant difference between uses and misuses of textual metadiscourse markers in the participants’ argumentative essays.
  13. 13.  Is there any significant difference between uses and misuses of interpersonal metadiscourse markers in EFL learners’ argumentative essays? - There is a significant difference between the participants of uses and misuses of interpersonal markers.
  14. 14.  Is there any significant relationship between EFL learners’ essay scores and the scores gained in TOEFL? - It was concluded that language proficiency has a positive relationship with the uses of metadiscourse markers and essays quality.
  15. 15. Conclusion  The findings indicate that metadiscourse is a topic that deserves attention in L2 writing research, and perhaps most importantly, identifies some specific directions for further research. In fact it would seem that underuses of certain metadiscourse markers are more frequent than others in the essays of the participants. It would be worthwhile to set up more articulated expirements to explore this area.

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