Several studies have examined these markers with respect to diverse sections of RAs (e.g., Jalilifar, 2007a, b, 2008 Stotesbury, 2003 Tan-de Ramos, 2010). However, in some classifications, DMs are considered a type of pragmatic markers. PMs are different from Discourse Markers (DMs) in that they do not necessarily connect discourse segments, and they may occur with single utterances (Feng, 2008). Though, Pragmatic Markers (PMs) are described as linguistic devices that play no part in determining the semantic meaning of a discourse segment but play a significant role in the interpretation of the utterance (Fraser, 2009). Various approaches have been put forward for the classification of discourse markers (e.g., Fraser, 1990, 1999 Knott & Sanders, 1998 Sanders, Spooren, & Noordman, 1992 Schiffrin, 1987). These markers fulfill varying functions in the text. Rhetorical organization in writing is manifested through some linguistic and meta-linguistic cues called markers. A detailed review of current literature on different sets of rhetorical markers is provided as follows. Given this, several models have been also proposed by different scholars: Goatly’s ( 1997) model of metaphorical markers (MMs), Fraser’s ( 2005) model of discourse markers (DMs), Hyland’s ( 2005) model of Metadiscourse Markers (MDMs), and Fraser’s ( 2009) model of Pragmatic Markers (PMs). The knowledge of these markers is of high necessity in producing a well-organized research article in English. These concepts also fundamentally contribute to Rhetorical Structure Theory (Mann & Thompson, 1988), which accounts for the connections between distinct units of the text and the functions each connection serves in the text. As such, discourse connectives are utilized to represent a type of rhetorical relation and make the interpretation of the text possible. His theory suggests that an intended meaning is postulated for any kind of verbalization leading to the readability of the text. It is worth noting that the concepts contributing to coherence relations and their discourse markers highly draw upon the prominent linguistic theory of Halliday’s ( 1994) systemic functional linguistics. An explicit relation is marked by an explicit connective, but in an implicit one, the connective is absent, and it is difficult to recognize the discourse relation (Pitler et al., 2008). Coherence and cohesion are captured by a set of rhetorical markers (RMs), which represent the explicit and implicit relations between different discursive segments and manage the flow of discourse. (e.g., Hyland & Tse, 2005 Khany & Tazik, 2010 Li & Ge, 2009 Luo & Hyland, 2016 Swales, 2004).Īmong the significant linguistic features explored in the literature on text analysis are cohesion and coherence markers (e.g., Anderson, 2001 Bolden, 2009 Fraser, 2005 Goatly, 1997). A variety of perspectives has been put under deep consideration, including organization, lexicon, cohesion and coherence markers, rhetorical moves, etc. Over the recent decades, the study of RAs has received much attention in the academic genre analysis. Research articles (RAs) are acknowledged as the most important form of scientific discourse because they are leading means of distributing academic knowledge for future use. The new model, as a conceptual frame of reference, can provide awareness to the EAP researchers regarding the underpinning components of the knowledge of RMs in writing up academic research papers. Finally, three super themes of RMs were emerged including: pragmatic markers, meta-discourse markers, and metaphorical markers. Then, different obtained themes and categories were synthesized to build the major components of the model of RMs competence. More specifically, a thematic coding strategy was applied for synthesizing the selected studies. Afterwards, a reciprocal translation was conducted to extract the latent themes and concepts in the general model. 385 relevant abstracts and 321 full papers were screened and a number of 23 studies were appraised for final inclusion. A meta-synthesis exercise was framed and the currently available literature on various models of RMs was investigated. In so doing, a ‘qualitative meta-synthesis’ approach was adopted as the research method. This study aimed to present a model of Rhetorical Markers (RMs) competence in writing EAP RAs. The knowledge of diverse rhetorical relations is a remarkable component of competence in research article (RA) writing for learners’ successful handling of scholarly writing tasks in English for academic purposes (EAP) programs.
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