DATA DRIVEN LEARNING AND THE USE OF INTERACTIVE METADISCOURSE MARKERS (TRANSITIONS, FRAME MARKERS AND CODE-GLOSSES) IN ARGUMENTATIVE PARAGRAPHS WRITTEN BY FRESHMEN PRE-SERVICE ENGLISH LANGUAGE TEACHERS

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2021-7-26

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Çiçek Tümer, Cemre

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This study attempts (1) to determine the types, frequencies and functions of interactive metadiscourse devices i.e. transitions, frame markers and code glosses employed by freshmen pre-service English language teachers of Turkish L1 background in their English argumentative paragraphs, (2) to find out the needs of freshmen pre-service English language teachers in the use of interactive metadiscourse markers (3) to unveil the reasons behind their employment and avoidance of particular markers and (4) to investigate both immediate and long- term effects of data-driven learning method on the participants’ use of these markers. To accomplish the goals of the study, data from 7 participants are collected through five tools: (1) background questionnaire, (2) argumentative paragraphs written before, during and after the instruction, (3) surveys implemented during and after the instruction process, (4) participants’ diaries and (5) stimulated recall sessions and follow-up interviews. The data obtained are analyzed both qualitatively and quantitatively by adopting longitudinal, concurrent triangulation mixed method design. The findings indicate that freshmen pre-service English language teachers improve their use of interactive metadiscourse markers in terms of accuracy and variety thanks to the data-driven learning mediated student specific interactive metadiscourse marker instruction and gain awareness about the use and importance of these devices. Therefore, it is suggested that sparing class time for specific interactive metadiscourse marker instruction is essential. Moreover, using corpus-informed materials motivates learners’ since they are exposed to authentic examples and are able to analyze them in terms of interactive metadiscourse use.

Subject Keywords

Metadiscourse, Interactive Metadiscourse Markers, Data Driven Learning, TOEFL11 Corpus

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https://hdl.handle.net/11511/91409

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Graduate School of Social Sciences, Thesis

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Citation Formats

C. Çiçek Tümer, “DATA DRIVEN LEARNING AND THE USE OF INTERACTIVE METADISCOURSE MARKERS (TRANSITIONS, FRAME MARKERS AND CODE-GLOSSES) IN ARGUMENTATIVE PARAGRAPHS WRITTEN BY FRESHMEN PRE-SERVICE ENGLISH LANGUAGE TEACHERS,” M.A. - Master of Arts, Middle East Technical University, 2021.