Abstract
Metadiscourse features are the elements that can show the presence of writer(s) in the writing process. The main objective of the present study was to run a quantitative corpus-based study on the way metadiscourse features (elements) were used by English native writers and Iranian non-native writers in the field of Applied Linguistics. To this end, 29 articles in the field of Applied Linguistics written by native speakers of English and Iranian non- native speakers of English were randomly selected; compiling together a corpus of 173839 words. Also, for the raw data and corpus analysis, the Sketch engine software was exploited by the researcher. The results of the study couldreveal the fact that in overall, writers of both corpora made use of interactive metadiscourse features more than interactional metadiscourse ones and that the texts written by native speakers enjoyed more metadiscourse markers compared to texts written by Iranian non-native speakers.
Highlights
Academic writing as one the four main skills has always been a very important phenomenon (Salem 2013)
The findings indicated that overall the interactional metadiscourse features have been used more by the writer in comparison to the interactive metadiscourse features
After that frame markers with 875 counts (18%) were the second most used interactive metadiscourse features used by native writers
Summary
Academic writing as one the four main skills has always been a very important phenomenon (Salem 2013). Academic writing has gained too much attention in the academic context and students spend time and efforts so as to master it (Jahin 2012). Academic writing is important in that it enables students to get communicative skills and competence (Al samadan and bnian 2015). The significance of academic writing lies in the fact that academic writing is ―a valuable tool for communicating one's thoughts to others‖ (Salem 2013: 71). Widdowson (as cited in FaghihandRahimpour 2009) believes that texts are regarded as the mediating the message; writing cannot be solely regarded as the process in which students will master some vocabularies and structures, rather, it is a technique which requires instruction and practice (Yaghoubi and Ardestani 2014)
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