چکیده:
Metadiscourse markers are used as one of the tools which make writing more effective in social environment and are regarded as one of the most important features in communication among people for expressing the information through different linguistic expressions with cohesive and logical constructions. Accordingly, the present study aimed to identify interactive and interactional metadiscourse in a targeted sample of 100 English research articles written by Iranian writers utilizing Hyland’s taxonomy. The sample included the discussion sections of randomly selected articles with 70000 running words published between 2010 and 2016. The overall findings disclosed that, in interactive metadiscourse category, the use of transitions, frame markers, and evidentials in social science articles were more frequent than those in medical science texts. The results further revealed that the use of endophoric markers and code glosses were almost the same. In interactional metadiscourse corpora, however, the findings demonstrated that writers used hedges, boosters, and self-mentions more frequently in medical science articles compared to those in social sciences. Comparatively, the discussion sections in social science texts contained a higher percentage of engagement markers. It was also found out that there was no significant difference in the use of attitude markers in both disciplines. Notably, the social science authors seemingly preferred to employ interactive metadiscourse markers more, while the medical science authors used interactional metadiscourse markers more frequently in their research articles.
خلاصه ماشینی:
"Previous research has advocated reading motivation in connection to students’ comprehension progress because reading comprehension permits students to analyze information that they have a prior knowledge about it to increase their comprehension (Duke, Pearson, Strachan, & Billman, 2011).
Intrinsic motivation had been correlated to reading development based on standardized tests by several researchers for elementary school students (Baker & Wigfield, 1999).
In addition, there are other more specific variables that can affect readers’ reading performance and involve students’ reading culture or motivation, the depth of integration in reading, influential teaching of comprehension techniques, high vocabulary and general knowledge, fluency, text construction or genre, opportunities for speaking and writing, and knowledge of different reading strategies.
Research with school-age L1 readers indicated that intrinsic and extrinsic motivations effectively were related to reading progress, strategy use, and text comprehension.
However, intrinsic motivation could display more effective role in reading achievement and better text comprehension, although there were other factors that could be influential such as students’ ethnic backgrounds and learners age (Unrau & Schlackman, 2006).
7. Conclusion According to the review of the literature of this research, it can be stated that motivation is one of the most essential factors that has a direct impact on the development of reading comprehension, but the teachers need to know that the students are motivated differently.
Based on the literature review of this study, it can be concluded that the schools, universities, and all of the educational institutions should specifically focus their students’ attention on the important role of motivation in reading comprehension in their instructional courses."