Shirin Rezaei Keramati; Davud Kuhi; Mahnaz Saeidi
Abstract
Thanks to recent developments in metadiscourse studies, it is now increasingly accepted that metadiscourse practices are closely related to social activities, cognitive styles and epistemological beliefs of academic communities. Despite widespread interest and research among applied linguists to explore ...
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Thanks to recent developments in metadiscourse studies, it is now increasingly accepted that metadiscourse practices are closely related to social activities, cognitive styles and epistemological beliefs of academic communities. Despite widespread interest and research among applied linguists to explore metadiscourse use, very little is known of how metadiscourse resources have evolved over time in response to the historically developing practices of academic communities. Motivated by such an ambition, the current research drew on a corpus of 4.3 million words taken from three leading journals of applied linguistics in order to trace the diachronic evolution of stance and engagement markers across four different sections of research articles (Introduction, Method, Result, Discussion/ Conclusion) from 1996 to 2016. Hyland’s (2005b) model of metadiscourse was adopted for the analysis of the selected corpus. The data were explored using concordance software AntConc (Anthony, 2011). Moreover, a Chi-Square statistical measure was run to determine statistical significances. The analysis revealed a significant decline in the overall frequency of metadiscourse resources in all sections of RAs. Interestingly, this decrease was entirely due to the overall decline in the use of stance markers particularly in result and method sections. It might be argued that, diachronic perspective on metadiscourse contributes to teachers and novice writers’ awareness of the malleability of academic writing and its sensitivity to context as well as providing access to current practices for the creation and delivery of teaching materials in EAP courses.
