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Günümüz akademik dünyasında, çeşitli dilsel ögeler kullanarak okuyucularla iletişim kurmak ve akademik yazılarda kabul edilir bir yazar duruşu sağlamak, akademik disiplinlerde etkin bir üye olmak için gereklidir. Bu dilsel ögeler arasında üstsöylem ögeleri önemli bir yere sahiptir. Araştırmalar üstsöylem ögelerinin ikna edici sav desteklemedeki anahtar rolünü ortaya koymuştur. Fakat isimlerin bu süreçteki rolü çok az incelenmiştir. Bu bağlamda, bu çalışmada üstsöylem isimlerinin rolü Amerikalı akademik yazarlar ve Türk akademik yazarlar tarafından yazılan 60 doktora tezinden oluşan bir derlemde Jiang ve Hyland (2016) tarafından oluşturulan bir taksonomi kullanılarak incelenmiştir. Özellikle, üstsöylem isimlerinin anadili İngilizce olan ve anadili İngilizce olmayan yazarlar tarafından yazar duruşunu sağlamak amacıyla nasıl kullanıldığı araştırılmıştır. Analiz Wordsmith Tool 6.0. programı kullanılarak yapılmıştır. Log-likelihood analizi de bu iki grup yazar arasında üstsöylem ögelerinin kullanımına yönelik istatiksel fark olup olmadığı bulmak amacıyla yapılmıştır. Sonuçlar bu iki grup yazar arasında üstsöylem isimlerinin genel kullanımında fark olmadığını göstermiştir. Kategorik açıdan da benzer kullanımlar görülmüştür. Tüzellik kategorisi en çok kullanılan kategoridir ve bu kategoriyi atıf yapma ve ilişki kurma kategorileri takip etmiştir. Bu dilbilimsel ögelerin derlemdeki sıklıkla kullanımı, onların akademik yazım türlerinde organizasyonu ve yazar duruşunu oluşturarak iletişimi sağlamaktaki önemli rolünü ortaya göstermiştir. Bu nedenle, bu ögeler akademik yazım derslerinin müfredatlarına eklenebilir.
In today’s academic world, it is necessary to communicate with readers using a variety of linguistic subjects and provide an author’s position accepted in academic writings, to be an effective member of academic disciplines. In these languages, the subjects have an important place. Research has revealed the key role of subjects in convincing support. But the role of the names in this process has been very little studied. In this context, the role of masterpieces in this study was studied using a taxonomy created by Jiang and Hyland (2016) in a collection of 60 doctoral theses written by American academic writers and Turkish academic writers. In particular, it has been studied how the names of subtitles were used by writers who are native English and non-native English to ensure the writer's position. The analysis was done using the Wordsmith Tool 6.0. The log-likelihood analysis was also done to find out whether there is a statistical difference between these two groups of authors in terms of the use of subtitles. The findings showed that there was no difference between the two groups of authors in the general use of the subtitles names. Similar uses have been observed in terms of categories. It is a category that is widely used and it has been followed by reference and relationship categories. The frequent use of these linguistic subjects in the collection has shown their important role in providing communication by creating their organization and writer's position in their academic writing types. Therefore, these subjects can be added to the curriculum of academic writing courses.
In today's academic world, speaking to readers and creating a credible authorial self in academic texts by means of linguistic devices are essential to become a competent member of an academic discipline. Among these linguistic devices, metadiscourse receives a prominent place. Studies have suggested the key role of metadiscourse in achieving a persuasive academic claim-making. Surprisingly, far too little attention has been paid to the role of nouns in this process. Considering this gap, this study explicated the use of metadiscursive nouns in doctoral dissertations written by American academic writers of English and Turkish-speaking academics of English in a corpus of 60 doctoral dissertations by using the taxonomy of metadiscursive nouns suggested by Jiang and Hyland (2016). Specifically, it focused on how these nouns were employed by native and nonnative academic writers of English to signal their authorial stance in their doctoral dissertations. The frequency analysis was performed through Wordsmith Tool 6.0. Log likelihood statistic was applied to find out whether there was a statistical difference between these two groups of academic authors regarding the use of metadiscursive nouns. The results showed that both groups of academic writers displayed similarities on the overall use of metadiscoursive nouns. In terms of categorical use, similar employment of metadiscursive nouns was also observed between the two corpora. Entity was the most frequently applied category, which was followed by attribute and relation. The frequency counts of these linguistic devices revealed their prominent role in establishing interaction in academic genres by offering writers a way of organizing their texts and mitigating their stance. Hence, they might be integrated to the curricula of academic writing courses.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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