As an integrative component of textual structure, formulaic expressions (FEs) play a key role in communicating the message and comprehending the text. Furthermore, interlingually contrastive features of FEs add to their both significance and complexity of their instruction. Given these facts, this study was an attempt to explore a sound mechanism on how to teach FEs; whether an explicit or CA-...

This study is a corpus-based study of interactional metadiscourse in natural and social science master theses. For this purpose, 30 natural and social science master theses in six disciplines were randomly selected out of the library of five universities. Five master theses were selected in each discipline, in a period of six years (2010-2016).This study analyzed only the discussion and conclus...

Over the past decade, there has been an increasing interest in the study of interactional metadiscourse markers in different contexts. However, not much research has been conducted about the discourse of journal author guidelines, especially the use of meta-discourse markers in this genre. Therefore, this corpus-based study had three main aims: 1) to delve deep into the types, frequencies and f...

In this article, researchers set out to discover the metadiscourse markers in research articles written by both native and non-native English speakers. To this end, a total number of twenty research articles published by Iranian and native English speakers in highly reputed journals on Arts and Humanities domains were randomly selected from major databases including Science Direct, Noormagz, an...

This paper employs qualitative and quantitative methods to study verb phrase errors made by Chinese non-English majors in their writing, collected in Chinese Learner English Corpus (CLEC), on the basis of contrastive analysis and error analysis. The purpose is to offer English learners methods to help improve their English proficiency and put forward some suggestions on English language teachin...

The aim of the current study was to examine the effect of metacognitive instruction on EFL learners’ metacognitive awareness of listening strategies, listening comprehension, and oral language proficiency. Fifty students of two upper-intermediate English courses participated in the study and were sampled as the experimental and control groups. For sixteen weeks the experimental group participat...

This study examined whether language structure or language proficiency might influence students’ use of evaluative language in written reports, and whether instruction might improve students’ use of evaluative language. Reports in Japanese and in English written by second year Japanese university students, who had received instruction in academic discourse pertaining to critical evaluation, wer...