Abstract

The instruction of metadiscourse markers to L2 writers has been recommended by some scholars to assist them in employing a certain tone in persuading readers. Nonetheless, there is a dearth of research investigating the effect of process-based instruction on hedging and boosting devices to L2 learners. To fill this gap, the present study aimed at investigating the effect of explicit instruction of hedging and boosting devices through a process-based approach on the achievement of L2 learners in academic writing. By comparing the results obtained through teaching 115 Iranian IELTS candidates who benefitted from (a) a process-based writing instruction with its focus on hedging and boosting, (b) mere process-based writing instruction, and (c) conventional writing instruction, the researchers found that the process-based approach to teaching writing with its focus on hedging and boosting resulted in a significant effect on L2 learners’ academic writing achievement. The findings of this study may have implications for EAP teachers, syllabus designers, and decision makers in designing EAP writing courses.

摘要

一些学者建议向第二语言作者提供元话语标记的指导，以帮助他们以某种语气说服读者。然而，缺乏研究以过程为基础的教学对二语学习者对冲和增强设备的效果的研究很少。为了填补这一空白，本研究旨在通过基于过程的方法研究对冲和增强设备的显式指导对学术写作中第二语言学习者的成就的影响。通过比较115位伊朗雅思考试的受教者所获得的结果，他们受益于（a）以过程为基础的写作指导，侧重于对冲和提升，（b）仅以过程为基础的写作指导，和（c）传统写作指导，研究人员发现，以过程为基础的写作教学重点在于对冲和提升，这对第二语言学习者的学术写作成绩产生了重大影响。这项研究的结果可能对EAP老师，课程提纲设计者和决策者设计EAP写作课程产生影响。