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The use of discourse markers in argumentative compositions by Jordanian EFL learners
The aim of the present study is to investigate the use of discourse markers (DMs) in the argumentative compositions written by EFL learners at two academic stages (sophomores and seniors) majoring in English at the Hashemite University, Jordan. The significance of this study springs from its focus o...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Palgrave Macmillan UK
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9886202/ https://www.ncbi.nlm.nih.gov/pubmed/36741981 http://dx.doi.org/10.1057/s41599-023-01525-0 |
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author | Huneety, Anas Alkhawaldeh, Asim Mashaqba, Bassil Zaidan, Zainab Alshdaifat, Abdallah |
author_facet | Huneety, Anas Alkhawaldeh, Asim Mashaqba, Bassil Zaidan, Zainab Alshdaifat, Abdallah |
author_sort | Huneety, Anas |
collection | PubMed |
description | The aim of the present study is to investigate the use of discourse markers (DMs) in the argumentative compositions written by EFL learners at two academic stages (sophomores and seniors) majoring in English at the Hashemite University, Jordan. The significance of this study springs from its focus on the use of DMs in Jordanian EFL learners’ argumentative writings. Employing an integrated research method of qualitative and quantitative analysis, the findings revealed that both groups of participants used the same types of DMs with varying degree of frequency, namely, elaborative, contrastive, reason, inferential, conclusive, and exemplifier DMs, respectively. The sophomores were observed to employ a relatively higher number of DMs compared to the seniors, which may be ascribed to some redundant instances of DMs. The elaborative, contrastive, and reason types were the most widely used, while inferentials, conclusives and exemplifiers appeared infrequently in both groups. The analysis of individual DMs displayed that the DMs ‘and’, ‘because’, and ‘but’ were the predominant across the seniors and sophomores’ argumentative texts. This overuse of these DMs may be due to the influence of L1 of the participants and the popularity of these DMs among students and teachers of English. Additionally, the participants showed a low proficiency in using DMs since they overused largely a restricted variety of DMs at the expense of others that would be expected in the argumentative writing; some DMs were noticed either to be underused or absent. The results of Pearson’s r correlation test indicated that there was a weak positive but significant correlation between the writing quality and the use of DMs. This may be taken as a predictor of the writing quality in argumentative compositions by EFL. Pedagogically, the study emphasizes the significance of teaching DMs, where EFL learners should be taught how to use them appropriately to avoid any transference of their L1. Further research on DMs in argumentative writings in different levels of proficiency is recommended. |
format | Online Article Text |
id | pubmed-9886202 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Palgrave Macmillan UK |
record_format | MEDLINE/PubMed |
spelling | pubmed-98862022023-01-31 The use of discourse markers in argumentative compositions by Jordanian EFL learners Huneety, Anas Alkhawaldeh, Asim Mashaqba, Bassil Zaidan, Zainab Alshdaifat, Abdallah Humanit Soc Sci Commun Article The aim of the present study is to investigate the use of discourse markers (DMs) in the argumentative compositions written by EFL learners at two academic stages (sophomores and seniors) majoring in English at the Hashemite University, Jordan. The significance of this study springs from its focus on the use of DMs in Jordanian EFL learners’ argumentative writings. Employing an integrated research method of qualitative and quantitative analysis, the findings revealed that both groups of participants used the same types of DMs with varying degree of frequency, namely, elaborative, contrastive, reason, inferential, conclusive, and exemplifier DMs, respectively. The sophomores were observed to employ a relatively higher number of DMs compared to the seniors, which may be ascribed to some redundant instances of DMs. The elaborative, contrastive, and reason types were the most widely used, while inferentials, conclusives and exemplifiers appeared infrequently in both groups. The analysis of individual DMs displayed that the DMs ‘and’, ‘because’, and ‘but’ were the predominant across the seniors and sophomores’ argumentative texts. This overuse of these DMs may be due to the influence of L1 of the participants and the popularity of these DMs among students and teachers of English. Additionally, the participants showed a low proficiency in using DMs since they overused largely a restricted variety of DMs at the expense of others that would be expected in the argumentative writing; some DMs were noticed either to be underused or absent. The results of Pearson’s r correlation test indicated that there was a weak positive but significant correlation between the writing quality and the use of DMs. This may be taken as a predictor of the writing quality in argumentative compositions by EFL. Pedagogically, the study emphasizes the significance of teaching DMs, where EFL learners should be taught how to use them appropriately to avoid any transference of their L1. Further research on DMs in argumentative writings in different levels of proficiency is recommended. Palgrave Macmillan UK 2023-01-30 2023 /pmc/articles/PMC9886202/ /pubmed/36741981 http://dx.doi.org/10.1057/s41599-023-01525-0 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Article Huneety, Anas Alkhawaldeh, Asim Mashaqba, Bassil Zaidan, Zainab Alshdaifat, Abdallah The use of discourse markers in argumentative compositions by Jordanian EFL learners |
title | The use of discourse markers in argumentative compositions by Jordanian EFL learners |
title_full | The use of discourse markers in argumentative compositions by Jordanian EFL learners |
title_fullStr | The use of discourse markers in argumentative compositions by Jordanian EFL learners |
title_full_unstemmed | The use of discourse markers in argumentative compositions by Jordanian EFL learners |
title_short | The use of discourse markers in argumentative compositions by Jordanian EFL learners |
title_sort | use of discourse markers in argumentative compositions by jordanian efl learners |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9886202/ https://www.ncbi.nlm.nih.gov/pubmed/36741981 http://dx.doi.org/10.1057/s41599-023-01525-0 |
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