چکیده:
Drawing mainly on Hyland's (2005) 'interpersonal model of metadiscourse', the researchers in the current study strived to probe the viable impact of consciousness-raising regarding metadiscourse (MD) markers on Iranian EFL learners' academic writing performance. To this end, 75 university junior students were assigned to three separate groups (two experimental and one control, based on random assignment) and exposed to three different kinds of treatment. While the control group participants followed their normal course of instruction, learners in the explicit instruction group (the first experimental group) were provided with overt guidelines regarding the uses of metadiscourse markers through active involvement with MD-marker detection drills, and the participants in the second experimental group (the implicit instruction group) were just given hints, in a tacit manner, concerning the points at which MD markers occurred within the text (this was done through mere noticing procedure via highlighted text). It is also worth noting that an excerpt from IELTS argumentative writing tasks was used for pre and post testing purposes, and a random selection from the introduction and discussion sections of recently-published articles in peer-reviewed educational and teaching journals was utilized as the treatment material. The final analysis of data through one-way ANOVA and ANCOVA revealed significant differences in the writing performance of three groups of learners involved in the experiment.
خلاصه ماشینی:
"4. 2 Instruments A number of instruments and materials were utilized to carry out the study, including a test of homogeneity (Nelson test), which was given to learners at the outset of the study, a list of functions and examples for both textual (interactive) and interpersonal (interactional) MDMs extracted from Hyland’s (2005) metadiscourse model, which was utilized for familiarizing learners with MDMs and raising their consciousness towards them, an argumentative essay writing task chosen from International English Language Testing System (IELTS) topics, which was assigned to learners at both pretest and posttest, as well as the introduction and discussion parts of some peer-reviewed journals, which were randomly selected and manipulated by the researchers through highlighting different types of MDMs occurring in them.
230), Lachini (2006) who came up with similar upshots as to the impact of MDMs consciousness-raising on EFL learners' writing skill, and Dastjerdi and Shirzad (2010) who pointed toward considerable writing gains within the group exposed to explicit instruction of MDMs. Furthermore, with regard to the influence of implicit instruction of MDMs on learners' writing betterment, the findings of the current study are in line with those of Karen (2007) who referred to the positive role of MDM instruction (mainly implicit) in the structural enhancement within the learners, as well as Andringa, Glopper, and Hacquebord (2011) who substantiated the positive impact of such instruction on free written response task performance."