چکیده:
The present study was an attempt to illustrate the interaction between writers and readers. Conveying of the writers’ voice, stance, and interaction with reader was put forward within this paradigm. Being a good academic writer is highly related to the use of these strategies. Adopting a position and persuading readers of claims are very important. This study was aimed at showing the differences between Iranian and American M.A. EFL writers in using stance strategies (hedges, boosters, attitude markers, and self-mentions) in Introduction and Discussion sections of academic papers. The corpora for this study were 40 articles (20 for American native and 20 for Iranian nonnative writers) from different journals such as Journal of Research Studies in Education, English language Teaching, System, TESOL Quarterly, and ELT. The significance and frequency of items were calculated using SPSS software version 22. Such statistical tools as frequency, percentage, and Chi-square were utilized to analyze the collected data. The findings showed that there was no statistically significant difference between native and nonnative writers in using stance strategies although native writers tended to use hedges, attitude markers, and self-mentions comparatively more than nonnatives, whereas nonnative writers used a greater number of boosters.
خلاصه ماشینی:
"The results revealed that the use of wikis can provide support to (a) help students go beyond information accumulation and regurgitation of facts and move toward generating more integrated and synthesized knowledge representations and (b) address the challenges of traditional IBL including planning the tasks, organizing multiple resources, managing the inquiry process, and coordinating the final product.
Moreover, through web- based IBL, EFL teachers can create and represent modifiable representations of ongoing stages of inquiry to guide students to develop appropriate thinking and research skills.
Like Lim, Creedy’s research and writing (Creedy, Horsfall, & Hand, 1992) confirm that inquiry-based learning is intended to emphasize hands-on learning as opposed to authoritarian methods in teaching, encourage people to be active learners rather than passive receivers of information.
As researchers (Dennen & Bonk, 1999; Lim, 2004; Lim, Plucker, & Bichelmeyer, 2003; Pierce, 2003) suggest, students who use these approaches to facilitate inquiry receive better support in record keeping, reflective writing, collaborative brainstorming, web pages designing, search skills developing, and perform self-directed inquiry through remote access to many types of resources.
While the aforementioned representative cases provide an Internet-based platform for students to work collaboratively on an inquiry project and revealed the benefits of training students to master certain structural or systematic knowledge or skills, the use of web-based IBL for language learning is seldom reported.
When students use an inquiry based approach to searching, central to composing wikis focuses on engaging learners in the process of constructing their knowledge of a topic in a multidimensional way and transform founding information into personal knowledge."