Socio – Cognitive Perspective to the Analysis of the Strategic Features of the Discussion Section of Research Articles in Applied Linguistics: Native vs. Non-native Researchers

Abstract

Writing is like a mirror that reflects the social and personal realities. Any culture and society has some specific ways and strategies for text and talk organization and communication, e.g. generic conventions, moves, metadiscourse markers, etc. are some of such strategies for better text organization and communication. Metadiscourse categories are specific rhetorical devices that help the participants to effectively communicate with each other (Hyland, 2005). Employing these interactional devices is different in various languages and societies, in other words metadiscourse strategies are context dependent. In order to find differences between the use of interactional metadiscourse strategies, in two different societies and contexts, we analyzed and critically interpreted their usage in the discussion sections of 40 research articles written by Iranian and English scholars in English. This critical analysis was based on the socio-cognitive approach of van Dijk. This analysis showed similarities and differences in the rhetorical behaviour of these authors in their use of interactional metadiscoursive strategies. There was a considerable tendency to the use of ‘hedging’ by both groups of writers. The main difference was in the use of self-mentions and engagement markers. The frequency rate of such strategies was very low amongst Iranian writers. The social constructions and cognition of participants may have undeniable effects on the use of interactional strategies. The findings of such studies can have useful implications for ESL, EFL, and ESP courses in general; and for developing academic literacy in particular.