A METADISCOURSE ANALYSIS OVER INTERACTIVE VS INTERACTIONAL RESOURCES WITHIN ENGLISH ACADEMIC ARTICLES IN ARTS AND HUMANITIES

In this article, researchers set out to discover the metadiscourse markers in research articles written by both native and non-native (NN) English speakers. To this end, a total number of twenty research articles published by NN Iranian speakers in highly reputed journals on Arts and Humanities domains were randomly selected from major databases including Science Direct, Noormagz, and Magiran. Through Hylands’ Metadiscoursal model (2005), appraisals were accomplished on two main metadiscoursal aspects including interactive vs. interactional resources. The results revealed that interactive resources had the highest proportion in comparison with interactional resources with transitions (45.67%, 44.14%) being in the top list in both native and NN articles. From among interactional resources, in articles written by native English speakers, attitude markers (1.21%) and for the NN ones, engagement markers (0.2%) had the least rates. Finally, pedagogical implications over im/proper uses of discourse markers in research articles were discussed in the end.

Keywords:

Academic Discourse , Audience , Essay Writing Skills , Metadiscourse Markers , Research Articles