رقیه عقبی طلب

In academic discourse across diverse fields, the cultivation of authorial competence in crafting compelling and persuasive texts is of paramount importance. Scholars in the field of linguistics, particularly those involved in discourse analysis, have been attentive to this necessity. Within the realm of academic writing, the strategic utilization of engagement markers plays a pivotal role in achieving persuasive communication and fostering reader engagement. The cultural positioning of academic writers is often reflected in the incorporation of these linguistic elements within written discourse. This study undertook an examination of 60 research articles spanning the domains of hard and soft sciences, with a focus on discerning potential disparities in the employment of engagement markers between two distinct cohorts of authors: native English speakers and non-native Iranian writers. Employing Hyland's (2005b) model of engagement markers as an analytical framework, the study sought to ascertain the frequency of these linguistic devices within academic research articles produced by the aforementioned groups. The findings of the analysis revealed significant differences in the overall and categorical distribution of engagement markers in the scholarly works of native English and non-native Iranian authors across hard and soft science disciplines. These differences may be ascribed to the cultural positioning of academic writers or the potential lack of familiarity with the established conventions of English rhetoric, pragmatics, and sociolinguistics among non-native Iranian authors. The implications of these findings are significant, as they can inform the development of pedagogical materials aimed at enhancing the academic writing proficiency of authors.

Like conversation and other modes of communication, writing is a rich medium for gender performance. In fact, writing functions to construct the disciplines as well as the gender of its practitioners. Despite the significance of author gender, as one constitutive dimension of any writing, it has been relatively under-researched. One way, by means of which author gender is practiced, and revealed in written discourse, is the incorporation and use of metadiscoursal categories. Examining 20 applied linguistics research articles (10 written by native male English writers and 10 written by native female English writers), the present study sought to examine whether male and female native English writers differed in their use of metadiscoursal elements. For this purpose, Hyland’s (2005) model of metadiscourse was employed as an analytical framework to identify the type of metadiscoursal elements. The results of Independent samples t-test showed that English male and female writers did not differ significantly in their overall use of metadiscourse; but, significant differences were observed in categorical distribution of metadiscoursal elements. The findings of the study can provide a sound basis for the development of pedagogical materials.