Investigating the impact of explicit and implicit instruction on the use of interactional metadiscourse markers

Asian-Pacific Journal of Second and Foreign Language Education

Research

Miroslaw Pawlak¹  Noorchaya Yahya²  Dina Abdel Salam El-Dakhs³ 

[1] Adam Mickiewicz University, Kalisz, Poland;University of Applied Sciences, Konin, Poland;College of Languages and Translation, King Saud University, Riyadh, Saudi Arabia;Linguistics & Translation Department, College of Humanities & Sciences, Prince Sultan University, Riyadh, Saudi Arabia;

关键词: Metadiscourse;    Interaction;    Pragmatics;    Writing;    EFL;   

DOI  :  10.1186/s40862-022-00175-0

 received in 2022-05-28, accepted in 2022-09-19,  发布年份 2022

来源: Springer

【 摘 要 】

The current study aimed to compare the influence of explicit versus implicit instruction on EFL learners’ use of interactional metadiscourse markers in their writing. The study also aimed to explore the perceptions of EFL learners on the instruction of these markers in their writing classes. 120 female undergraduates who are Arab EFL learners took part in the investigation. A mixed-methods research design was adopted with an explicit instruction group, an implicit instruction group and a control group. The experimental groups were introduced to a set of interactional metadiscourse markers as per Hyland’s (2005) interaction model in two 70-minute sessions. Additionally, the experimental groups completed two post-experimental questionnaires. The results of analysis of variance showed a positive, albeit very limited, influence for the explicit/implicit teaching with the markers of self-mentions, appeals to shared knowledge, directives and questions. As for the participants’ perception of the instructional intervention, the participants viewed both explicit and implicit instruction as helpful but could not always apply what they had learned due to task demands. The results are discussed in light of the existing literature and the specific context in which the study was implemented. Furthermore, implications for writing pedagogy are proposed.

【 授权许可】

CC BY   
© The Author(s) 2022