Variation of metadiscourse in L2 writing: Focus on language proficiency and learning context
The current study aimed to examine how the use of metadiscourse markers may vary in the writing of language learners due to their language proficiency and learning context. To this end, 180 argumentative essays composed by native speakers of English (NSE), Japanese learners of English as a foreign l...
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| Format: | Article |
| Language: | English |
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Elsevier
2020-01-01
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| Series: | Ampersand |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2215039020300126 |
| _version_ | 1819078210219933696 |
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| author | Dina Abdel Salam El-Dakhs |
| author_facet | Dina Abdel Salam El-Dakhs |
| author_sort | Dina Abdel Salam El-Dakhs |
| collection | DOAJ |
| description | The current study aimed to examine how the use of metadiscourse markers may vary in the writing of language learners due to their language proficiency and learning context. To this end, 180 argumentative essays composed by native speakers of English (NSE), Japanese learners of English as a foreign language (EFL) and Hong Kong learners of English as a second language (ESL) were obtained from the International Corpus Network of Asian Learners of English (ICNALE). The metadiscourse markers in the essays were identified and categorized according to Hyland's (2005) taxonomy of metadiscourse. The results showed a strong influence for the learning context with a number of statistically significant differences in the use of interactive and interactional metadiscourse markers across the three groups of participants. A limited influence for language proficiency was noted with learners of lower proficiency using significantly more transitions, frame markers and interactive markers than those of higher proficiency. This effect, however, disappeared when the interaction between language proficiency and learning context was considered. The results are interpreted in light of the existing literature and relevant linguistic, situational and cultural factors. Pedagogical implications and directions for future research are presented. |
| first_indexed | 2024-12-21T19:09:28Z |
| format | Article |
| id | doaj.art-bfd222d7ea52447f95e3ed4b39c7a1ef |
| institution | Directory Open Access Journal |
| issn | 2215-0390 |
| language | English |
| last_indexed | 2024-12-21T19:09:28Z |
| publishDate | 2020-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Ampersand |
| spelling | doaj.art-bfd222d7ea52447f95e3ed4b39c7a1ef2022-12-21T18:53:14ZengElsevierAmpersand2215-03902020-01-017100069Variation of metadiscourse in L2 writing: Focus on language proficiency and learning contextDina Abdel Salam El-Dakhs0Linguistics Department, College of Humanities, Prince Sultan University, P.O.Box No. 66833 Rafha Street, Riyadh, 11586, Saudi ArabiaThe current study aimed to examine how the use of metadiscourse markers may vary in the writing of language learners due to their language proficiency and learning context. To this end, 180 argumentative essays composed by native speakers of English (NSE), Japanese learners of English as a foreign language (EFL) and Hong Kong learners of English as a second language (ESL) were obtained from the International Corpus Network of Asian Learners of English (ICNALE). The metadiscourse markers in the essays were identified and categorized according to Hyland's (2005) taxonomy of metadiscourse. The results showed a strong influence for the learning context with a number of statistically significant differences in the use of interactive and interactional metadiscourse markers across the three groups of participants. A limited influence for language proficiency was noted with learners of lower proficiency using significantly more transitions, frame markers and interactive markers than those of higher proficiency. This effect, however, disappeared when the interaction between language proficiency and learning context was considered. The results are interpreted in light of the existing literature and relevant linguistic, situational and cultural factors. Pedagogical implications and directions for future research are presented.http://www.sciencedirect.com/science/article/pii/S2215039020300126MetadiscourseVariationLanguage proficiencyEFLESLArgumentative essay |
| spellingShingle | Dina Abdel Salam El-Dakhs Variation of metadiscourse in L2 writing: Focus on language proficiency and learning context Ampersand Metadiscourse Variation Language proficiency EFL ESL Argumentative essay |
| title | Variation of metadiscourse in L2 writing: Focus on language proficiency and learning context |
| title_full | Variation of metadiscourse in L2 writing: Focus on language proficiency and learning context |
| title_fullStr | Variation of metadiscourse in L2 writing: Focus on language proficiency and learning context |
| title_full_unstemmed | Variation of metadiscourse in L2 writing: Focus on language proficiency and learning context |
| title_short | Variation of metadiscourse in L2 writing: Focus on language proficiency and learning context |
| title_sort | variation of metadiscourse in l2 writing focus on language proficiency and learning context |
| topic | Metadiscourse Variation Language proficiency EFL ESL Argumentative essay |
| url | http://www.sciencedirect.com/science/article/pii/S2215039020300126 |
| work_keys_str_mv | AT dinaabdelsalameldakhs variationofmetadiscourseinl2writingfocusonlanguageproficiencyandlearningcontext |