An Analysis of the Use of Metadiscourse Markers in Master Theses of Selected Genres

Abstract

Abstract : This study investigated the role of metadiscourse markers in academic writing in different disciplines. It investigated the functions of metadiscourse markers in sixty thesis conclusions from three disciplines: Business, Engineering, and Linguistics and Literature. The thesis conclusions were written by EFL learners, 30 from an Arabic linguistic background and 30 from a non-Arabic linguistic background. The researcher employed a mixed-method approach, a qualitative and quantitative analysis following Hyland (2005) model. The data were analyzed using an electronic tool (Text Inspector), which helps in assigning the lexical characteristics of the texts, as well as counting the types and tokens of metadiscourse markers. The results revealed that interactive markers are used more than interactional markers in all the groups. In addition, transition markers are the most frequently implemented metadiscourse markers among all the groups, and the least used interactive markers are endophorics As for the interactional markers, hedges were the most frequently employed markers in all the groups except Linguistics and Literature disciplines, and the least used interactional markers were the engagement markers. These results help educators reinforce the importance of implementing interactional markers to engage the readers with the texts. Key words: metadiscourse, metadiscourse markers, disciplines, genre