Enhancing English Teachers’ Pedagogical Content Knowledge Through Awareness of Metadiscourse Practices: A Cross-Disciplinary Comparative Study

کد مقاله : 1192-ELTCONF7.

نویسندگان

نوشین ناطقیان * دانشگاه ارومیه

چکیده مقاله

Pedagogical Content Knowledge plays a central role in equipping English language teachers with the ability to teach disciplinary genres effectively. This study investigates how Iranian and native English authors employ interactional metadiscourse markers across humanities, social sciences, and science research articles, and discusses how these patterns can inform English teachers’ Knowledge in teaching academic writing. Drawing on Hyland’s (2005) framework, a corpus of 30 research articles was analyzed to examine cross-disciplinary variation, cultural differences, and sectional distribution of hedges, boosters, attitude markers, engagement markers, and self-mentions. Results revealed distinct disciplinary patterns, with humanities and social sciences showing greater reliance on hedging and sciences demonstrating higher use of self-mentions. Although Iranian writers used more hedges, no statistically significant cross-cultural differences were found. Sectional analysis showed predictable rhetorical functions: boosters were concentrated in results, hedges in literature reviews, and engagement markers in introductions. These findings highlight essential knowledge for English teachers about genre-specific rhetorical practices and support the inclusion of explicit metadiscourse instruction in curricula and teacher education programs to strengthen Knowledge in academic writing pedagogy.

کلیدواژه ها

Academic Writing, Cross-disciplinary variation, Sectional analysis, Iranian writers

وضعیت: پذیرفته شده برای ارائه شفاهی