议论文中的互动:参与的案例

Q2 Arts and Humanities

Discourse and Interaction Pub Date : 2019-06-30 DOI:10.5817/DI2019-1-96

Hesamoddin Shahriari, F. Shadloo

{"title":"议论文中的互动:参与的案例","authors":"Hesamoddin Shahriari, F. Shadloo","doi":"10.5817/DI2019-1-96","DOIUrl":null,"url":null,"abstract":"Given the importance of interaction in academic discourse, researchers have investigated the use of stance and engagement markers in written academic texts. However, few of these studies have analyzed engagement features in a genre such as the argumentative essay. Employing Hyland’s (2001) engagement framework, this paper examined the use of five engagement markers in a corpus of argumentative essays written by EFL learners across three levels of essay quality. All features of engagement were manually coded and normalized and a one-way ANOVA was subsequently run for analyzing the frequency counts. The findings showed a disassociation between the presence of engagement markers and the overall quality of EFL learners’ essays. The current study offers insight into the interactional nature of argumentative essays. We conclude with a discussion of some of the implications so that educators may provide EFL learners with more adequate support in order to write in a more persuasive way.","PeriodicalId":38177,"journal":{"name":"Discourse and Interaction","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"5","resultStr":"{\"title\":\"INTERACTION IN ARGUMENTATIVE ESSAYS: THE CASE OF ENGAGEMENT\",\"authors\":\"Hesamoddin Shahriari, F. Shadloo\",\"doi\":\"10.5817/DI2019-1-96\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Given the importance of interaction in academic discourse, researchers have investigated the use of stance and engagement markers in written academic texts. However, few of these studies have analyzed engagement features in a genre such as the argumentative essay. Employing Hyland’s (2001) engagement framework, this paper examined the use of five engagement markers in a corpus of argumentative essays written by EFL learners across three levels of essay quality. All features of engagement were manually coded and normalized and a one-way ANOVA was subsequently run for analyzing the frequency counts. The findings showed a disassociation between the presence of engagement markers and the overall quality of EFL learners’ essays. The current study offers insight into the interactional nature of argumentative essays. We conclude with a discussion of some of the implications so that educators may provide EFL learners with more adequate support in order to write in a more persuasive way.\",\"PeriodicalId\":38177,\"journal\":{\"name\":\"Discourse and Interaction\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-06-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"5\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Discourse and Interaction\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.5817/DI2019-1-96\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Arts and Humanities\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Discourse and Interaction","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5817/DI2019-1-96","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Arts and Humanities","Score":null,"Total":0}

引用次数: 5

摘要

鉴于互动在学术话语中的重要性，研究人员对书面学术文本中立场和参与标记的使用进行了研究。然而，这些研究很少分析像议论文这样的文体的参与特征。本文采用Hyland(2001)的参与框架，在英语学习者的议论文语料库中考察了五个参与标记的使用情况，涉及三个层次的论文质量。所有参与的特征都被手工编码和归一化，然后运行单向方差分析来分析频率计数。研究结果表明，参与标记的存在与英语学习者作文的整体质量之间存在脱节。目前的研究提供了对议论文的互动性质的见解。最后，我们讨论了一些影响，以便教育者可以为英语学习者提供更充分的支持，以便以更有说服力的方式写作。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

INTERACTION IN ARGUMENTATIVE ESSAYS: THE CASE OF ENGAGEMENT

Given the importance of interaction in academic discourse, researchers have investigated the use of stance and engagement markers in written academic texts. However, few of these studies have analyzed engagement features in a genre such as the argumentative essay. Employing Hyland’s (2001) engagement framework, this paper examined the use of five engagement markers in a corpus of argumentative essays written by EFL learners across three levels of essay quality. All features of engagement were manually coded and normalized and a one-way ANOVA was subsequently run for analyzing the frequency counts. The findings showed a disassociation between the presence of engagement markers and the overall quality of EFL learners’ essays. The current study offers insight into the interactional nature of argumentative essays. We conclude with a discussion of some of the implications so that educators may provide EFL learners with more adequate support in order to write in a more persuasive way.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Discourse and Interaction Arts and Humanities-Language and Linguistics

CiteScore

1.20

自引率

0.00%

发文量