TY  - JOUR
T1  - A corpus-based analysis of critical thinking through interactional metadiscourse in pre-service EFL teachers’ writing
TT  - İngilizce öğretmen adaylarının yazımlarında etkileşimsel üstsöylem yoluyla eleştirel düşünmenin derlem tabanlı analizi
AU  - Yılmaz, Selahattin
AU  - İlerten, Ferda
PY  - 2024
DA  - July
Y2  - 2024
DO  - 10.19128/turje.1383179
JF  - Turkish Journal of Education
JO  - TURJE
PB  - Mehmet TEKEREK
WT  - DergiPark
SN  - 2147-2858
SP  - 239
EP  - 265
VL  - 13
IS  - 3
LA  - en
AB  - Critical writing seeks to enhance university students' ability to think causally and reason effectively, and this improvement should be evident in their language use in the assignments. An example of such language is interactional metadiscourse, the expression of attitudes and opinions in line with the intended audience. In pursuit of these objectives, this study investigated the textual characteristics of critical thinking by examining interactional metadiscourse markers (MDMs) in the critical response papers authored by English Language Teaching (ELT) undergraduate students throughout a semester at a Turkish state university. The findings revealed shifts in the use of interactional MDMs by the end of the semester. While markers for engagement, hedging, and boosting remained prevalent across various tasks, the utilization of self-mentions and attitude markers declined, indicating a transition from the students’ sharing personal opinions and experiences to relying on evidence from research in academic texts to support their arguments. Additionally, the study highlighted the impact of topic selection on how students incorporated metadiscourse markers into their response papers.
KW  - Critical thinking
KW  - English for academic purposes
KW  - Metadiscourse
KW  - Pre-service teacher education
KW  - Second language writing
N2  - Eleştirel yazma, üniversite öğrencilerinin nedensel düşünme ve akıl yürütme becerilerinin geliştirilmesini hedeflemektedir ve bu gelişimin öğrencilerin ödevlerinde kullandıkları dile yansıması beklenmektedir. Bu dil kullanımının bir örneği, hedeflenen kitleye uyumlu tutum ve görüşlerin ifade edildiği etkileşimsel üstsöylemdir. Bu hedefler doğrultusunda, bu çalışma, Türkiye’deki bir devlet üniversitesinde bir akademik yarı yıl boyunca İngilizce öğretmen adayları tarafından yazılan eleştirel değerlendirme raporlarındaki etkileşimsel üstsöylem belirteçlerini (EÜB'ler) inceleyerek eleştirel düşünmenin metinsel özelliklerini araştırmıştır. Bulgular, dönem sonunda söylem işaretleyicilerinin kullanımında anlamlı farklılıklar olduğunu ortaya koymuştur. Katılım, kaçınma ve güçlendirme belirteçleri bazı raporlarda yaygın olarak kullanılırken, bazı raporlarda ise kendinden bahsetme ve tutum belirteçlerinin kullanımı azalmıştır. Elde edilen bu sonuç, öğrencilerin kişisel görüşlerini ve deneyimlerini paylaşmaktan, argümanlarını desteklemek için akademik metinlerdeki araştırma bulgularına güvenmeye geçiş yaptıklarını göstermektedir. Ek olarak çalışma, öğrencilerin eleştirel değerlendirme raporlarına EÜB’leri nasıl dahil ettikleri hususunda konu seçiminin etkisini vurgulamıştır.
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UR  - https://doi.org/10.19128/turje.1383179
L1  - https://dergipark.org.tr/en/download/article-file/3504745
ER  -