چکیده

The goal of the current study was to investigate the use of interactive and interactional metadiscourse markers in 8 English Language Teaching (ELT) books, namely Top Notch and Summit. To achieve the purpose of this study, all the Reading sections in these series were selected. These readings were different in terms of frequency and level of difficulty. According to Hyland’s (2005) model, interactive and interactional metadiscourse markers were identified in the Reading sections. To this end, the Reading sections were carefully read word for word. These markers were manually counted. In order to find out differences among subcategories of metadiscourse markers, chi-square test was run. The descriptive analysis of the study showed that interactional metadiscourse markers were applied more than interactive ones in Summit 2B; however, interactive ones were used more than interactional ones in other series. The further findings showed that there were significant differences among the books with respect to transitions, frame markers, and code glosses. The use of transitions in all 8 series was higher than the other markers, whereas endophoric markers were not used in all the textbooks. Regards to transitions, presence of these markers was natural because these markers function as a means of providing cohesion in texts. The results of comparing percentages showed that there were no significant differences among Top Notch and Summit books with respect to the frequency/percentages of the use of discourse markers.

کليدواژه ها

Metadiscourse markers, Interactive metadiscourse markers, Interactional metadiscourse markers, Top Notch textbooks, Summit series

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Bashir Jam , 1398 , Analysis of Metadiscourse Markers Frequency in the Readings of Top Notch and Summit ELT Series , اولين کنفرانس بين المللي مطالعات زبان انگليسي