Use Of Interactive Resources Research Articles

The Use of Interactional Metadiscourse Markers in the Discussion Section of Master’s Theses Written in English by Algerian Students: An Investigation of Gender Variation

Metadiscourse analysis plays an important role in exploring the rhetorical structure of different academic genres including master’s theses. Gender differences in writing the discussion section within this genre has been unexplored in the Algerian setting. Therefore, this study employs Hyland’s framework of metadiscourse (2005) to investigate gender variation in Algerian master’s theses discussion sections written in English within the field of applied linguistics. It seeks to examine possible similarities and differences in the use of interactional resources across the two gender groups. A mixed-methods approach was opted for to study the frequency and functions of these resources. The findings revealed a higher frequency of occurrence of interactional markers among female writers. Attitude markers were the most preferred interactional resources for both groups of writers with more diversity of lexical choices noticed within the female sub-corpus. Hedges were also significantly frequent among females while males exhibited more preference for using boosters. Self-mentions and engagement markers were found to be the least used interactional categories among both genders. This study also revealed that interactional metadiscourse markers perform different rhetorical functions in the discussion of master’s theses. Keywords: Applied linguistics, Discussion sections, Gender differences, Interactional resources, Metadiscourse

Exploring interactive metadiscourse as a practical approach to enhancing academic writing skills of newly admitted undergraduate students in Nigeria

Academic writing is a crucial aspect of undergraduate education, particularly for students in English as Second Language (ESL) contexts. This study investigates the use of interactive resources as discursive strategies in enhancing the academic writing skills of ESL undergraduates in Nigeria. A sample of 100 expository essays was used. The research employs both qualitative and quantitative designs. The qualitative component analyses the types and usages of discursive strategies employed in the selected expository writing, while the quantitative component involves the occurrence of these strategies. The results reveal transitional markers, frame markers, and code glosses were the most frequently used interactive markers in academic writing, while evidential and endophoric markers were used less frequently. These findings underscore the pedagogical significance of incorporating interactive resources into the teaching of academic writing skills for ESL undergraduate students.

Interactive metadiscourse in dentistry research articles: Iranian vs non-Iranian academic writers

Linguistically, interactive metadiscourse devices are responsible for creating an unfolding and persuasive piece of writing. They help writers come up with a cohesive and reader-friendly text and highlight how they control the interactive meaning. This corpus-driven study is an attempt to explore the use of interactive metadiscourse markers in English dentistry research articles published in International ISI-indexed and Iranian local research-based journals. The aim was to see if interactive resources, as realized by rhetorical options, such as transitions, code glosses, endophoric markers, evidentials, and frame markers, are predisposed to discipline-specific rhetorical conventions. To this end, fourty dentistry research articles were analyzed using Hyland’s (2005) Interpersonal Model of Metadiscourse. The results disclosed similarities and differences in both the frequency and use of interactive resources between the two sets of research articles. The present results are expected to extend our understanding of authorial preferences for the use of metadiscourse markers in tandem with discourse functions in research articles in the selected discipline. The results of such studies may also improve different features of language pedagogy, such as teaching and learning academic writing, namely research articles.

A cross-cultural, cross-contextual study of interactional metadiscourse in academic research articles: An interpersonal approach

In this empirical study, we have focused on the cross-cultural and cross-contextual analysis of interactional metadiscourse in a corpus of 240 English academic research articles published by American and Persian scholars in national and international journals. Drawing on Hyland’s interpersonal model of metadiscourse, we discuss the most frequent interactional features and different rhetorical purposes across abstracts, introductions and conclusions in three corpora: an American international corpus, a Persian international corpus and a Persian national corpus. We report on the significant differences in the frequency of interactional metadiscourse (sub)categories in the three corpora. In the international context, we find close similarities between American English academics and their Persian peers in metadiscoursal preferences. We discuss differences in the use of metadiscourse markers among writers in light of the communicative purposes that metadiscourse features may serve across sub-genres. The results of the study suggest that although rhetorical purposes contribute to the frequency and use of interactional resources, cross-cultural factors seem to exercise a more powerful influence on regulating the frequency and use of these discursive features. The findings carry implications for English for academic purposes (EAP), discipline-specific genre writing for novice non-native English writers.

New transmedia design for traditional film festivals

The disruptive process of transformation in the audiovisual sector were unexpectedly accelerated after the covid-19 pandemic. This caused a rearrangement in the chain of the distribution, exhibition and circulation, restructuring the whole design of film festivals, once considered the launching point of this entire industry and strongly based on specific physical locations. The platformization process permanently changed the traditional model of audiovisual distribution, staffing and curation of festivals - which undergo a hybridization operation that allows the potential use of interactive resources and online delivery of movies, plays and performances to audiences all around the globe. Different narrative strategies in contemporary production using multiple platforms in creative processes are innovating storytelling model and influencing film festival programming and production. The current format of online film festivals restricts access to user data, as the exhibition is limited by parameters established by exhibition licensing agrements and limited tickets per screening. The process of festivals platformization implies new online functionalities integrated at economic and infrastructure levels which fully affects their organization and strategies. MixBrasil Festival is proposing new ways to merge different formats and languages into its programming.

Peculiarities of forming high-demanded soft skills in the educational space of the escape room

The problem and the aim of the study. Including game elements and digital services into the students' cognitive activity are the current trends in the development of the didactic system. The designing of an interactive escape room as an organizational form of cognition and learning technology is one of the ways of gamification of the digital educational space. The authors investigate the problems of forming the high-demanded competencies through interactive quest games. These competencies are necessary for graduates to solve future professional tasks and for successful socialization. Research methods. The analysis of fundamental scientific works on the problem of gamification in education and the usage of digital resources for forming high-demanded soft skills were used to obtain theoretical generalizations. The escape room was designed using modern interactive technologies. 48 students of specialty 44.03.01 Pedagogical education (31% of boys and 69% of girls) of Vyatka State University, Kirov, were involved in the designing of game areas for educational purposes. At the control stage of the experiment, the G-criterion was used to evaluate the changes in over-professional competencies being formed. Results. The essence of the concept of an escape room has been clarified as a game space fully adapted to a specific story, and each single element of which is designed to respond to one common plot, including thematic tasks. The stages of designing and implementation of the escape room for educational purposes were described: determination of the system of planned results, over-subject competencies; development of the game scenario; reasonable choice of software and hardware support; correlation of the emotional and psychological component with the filling of the interactive educational space. The empirical value of Gemp=3<Gcr=9 (for p=0.01) obtained in the course of the experiment confirms that the shift towards improving the quality of learning after applying the proposed approach is not random. In conclusion, the authors generalized the factors that provide the effective use of interactive resources of escape rooms to form the high-demanded soft skills: taking into account the peculiarities of game mechanics; professional aspirations and interests; students' cognition style; correlation of actually formed soft skills with planned ones, etc.

Interactional competence in paired speaking tests: A study on proficiency-based pairings

This study investigated the extent to which the use of interactional resources (i.e., turn-taking, topic management, repair and task management) and the co-construction of interactional patterns (i.e., collaborative, parallel, asymmetric and blend) differed in paired speaking tests when EFL test-takers who had the same vs. different proficiency levels were paired together. The study was carried out with 100 EFL learners paired as low-low, high-high and low-high in an oral proficiency exam conducted at a Turkish state university. The results revealed that high-high pairs created a collaborative pattern in which pairs collaboratively extended the topic, supported each other, and had balanced turn-taking opportunities, satisfactory other-initiated topic moves and task-related management. On the contrary, low-low pairs usually created a parallel pattern in which pairs had balanced turn-taking opportunities, but limited topic extension, listener support, and task-related management. Lastly, low-high pairs generated an asymmetric pattern due to the dominance of the high-level test-takers. This study suggests that when pairs are matched with a different proficiency level partner, the communicative and affective advantages of paired speaking tests may be compromised in a way to put both lower and higher proficiency groups at risk due to the asymmetrical interactional pattern co-constructed by these pairs.

Использование интерактивных ресурсов при проектировании железной дороги в условиях Крайнего Севера

Использование интерактивных ресурсов при проектировании железной дороги в условиях Крайнего Севера

Developing L2 interactional competence: increasing participation through self-selection in post-expansion sequences

Using longitudinal conversation analysis as a methodological framework, this study documents the development of second language (L2) interactional competence by focusing on a recurrent interactional practice observed in an English as a foreign language (EFL) classroom. Through observing a novice L2 learner’s developing methods of participation in recurrent post-expansion sequences, the study aims to reveal the trajectory of how his interactional practices and use of interactional resources change over time. The data comes from four episodes of his second and third year of learning English. The analysis shows that the learner increases his interactional competence in terms of turn-taking strategies, use of linguistic and non-linguistic resources, and display of relevancy and appropriateness when taking self-selected turns. The development of L2 interactional competence is displayed through the learner’s increased ability to monitor the details of the ongoing talk and his appropriate use of interactional resources. The findings contribute to recent CA investigations into the developmental process of L2 interactional competence through detailed longitudinal analysis.

Governo eletrônico, democracia digital e comunicação pública

Este artigo descreve resultados de pesquisa que empreendeu uma análise comparativa das páginas web dos tribunais superiores do Poder Judiciário no Brasil — Supremo Tribunal Federal (STF), Superior Tribunal de Justiça (STJ), Tribunal Superior Eleitoral (TSE), Tribunal Superior do Trabalho (TST) e Supremo Tribunal Militar (STM) — e de seus órgãos fiscalizadores — Conselho Nacional de Justiça (CNJ), Conselho da Justiça Federal (CJF) e Conselho Superior da Justiça do Trabalho (CSJT) com o objetivo de produzir um diagnóstico da qualidade da exploração das tecnologias. A metodologia envolveu análise de conteúdo em quatro categorias: informações institucionais; transparência; serviços; e interatividade. Os resultados indicam que os portais apresentaram desempenho satisfatório nas categorias de informações institucionais (87% das páginas web analisadas contêm informações relacionadas), transparência (78%) e serviços (74%), mas nota-se a insuficiência da exploração de recursos de interatividade (39% das páginas contêm mecanismos de input dos usuários). Estes dados são interpretados à luz de recomendações de organismos internacionais e pesquisas na área.

Interactional resources in the letters of young writers in Swedish and English

This study examines the use of interactional resources in letters to a penfriend of Swedish 11-year-olds in Swedish (L1) and English (FL) from a multi-competence perspective. The objectives of the study are to ascertain whether the language in which the letters were written and the gender of the writers influenced the extent to which interactional meanings were expressed, and also to examine the textual resources that the young novice writers employed to convey interactional meanings in FL. The texts are analysed in terms of both content and discourse-semantic expression, with the discourse-semantic analysis drawing on a Systemic Functional Linguistic framework known as Appraisal. The quantitative results show that, when the amount of text produced is taken into account, there are few significant differences in the frequency of expression of interactional meanings in L1 and FL, but slightly more for gender. The qualitative description identifies a number of language-specific and non-language specific resources used by the writers to enable them to express interactional meanings in FL. In the discussion, these findings are linked to the notion of multi-competence.

Developmental changes in the use of interactional resources: Persuading the reader in FL book reviews

Negotiating stance and carrying on social interaction in writing in educational contexts has been characterized by the choice of linguistic means away from explicit expressions of opinion representative of the informal relationship with the addressee towards the language that strives to conceal a subjective viewpoint and construes a formal relationship with the audience typical between non-intimate participants in the sphere of public discourses ( Halliday & Matthiessen, 2004; Hyland, 2000, 2002a, 2002b). This cross-sectional study of the book reviews produced by the American learners of German from the three advanced curricular levels investigates the changes in the use of interactional resources these learners employ to achieve the two central communicative goals of the genre: evaluating the book and persuading to read it. The construct of theme ( Halliday, 1994; Halliday & Matthiessen, 2004) as a structure crucial for rhetorical unfolding of texts is used to examine these changes. Given the methodological focus, the study demonstrates how more advanced FL writers move away from direct expression of authorial opinion manifested in thematization of the writer of the review and employ a more intersubjective and thus more persuasive reader-orientation in their texts.

Gender identity and authority in academic book reviews: an analysis of metadiscourse across disciplines

This paper seeks to further the existing knowledge of gender variation in academic discourse by analysing book reviews by male and female authors, within the disciplines of Applied Linguistics, Economics, Legal Studies and Medicine. While research in academic discourse has established that academic writing is not uniform, but varies greatly depending on disciplinary conventions, the cultural background and the professional status and experience of writers (Crammond 1998; Hyland 2000; Hyland / Bondi 2006; Mauranen 1993; Silver 2006), the influence of gender in academic writing is still largely unexplored. Although some studies have highlighted the stylistic and interactional differences between men and women when it comes to writing (Kirsch 1993, Tannen 1994, Herring et al. 1995), few have investigated the potential influence of gender in academic discourse by considering gender together with disciplinary cultures in the study of academic interactions (Tse / Hyland 2006). Furthermore, differences in writing styles and author stances between genders has seldom been discussed taking into consideration the age, experience and authority of the writer in the field. In this paper I will thus analyse the use of interactive resources (transitions, frame markers, endophoric markers, evidentials, code glosses) as well as interactional resources (hedges, boosters, attitude markers, engagement markers, self mentions) of male and female reviewers in four different disciplines, taking into consideration possible variants due to age, experience and authority in the field. The material used for these analyses will be taken from four subcorpora of CADIS (Corpus of Academic Discourse), comprising 400 Book Reviews written in English by authors of different genders.

Interactive resources used in semi-structured research interviewing

The present paper is a study of the way informants and interviewers make use of interactive resources in the joint construction of semi-structured interviews. It is shown that accountability, understood as the natural disposition of respondents to provide an account of what they are doing and saying, is a powerful instrument in negotiating and verifying the collective production of meaning in this particular type of ‘conversation’. The article is based on first-hand data collected from interviews with native speakers of Spanish and Danish.