المراجع:
بالتريج وفاكيتي (2021) مناهج البحث في اللسانيات التطبيقية. (ترجمة: عقيل الشمري). دار جامعة الملك سعود.الرياض
بيكر وسيبونيل.(2017). المصطلحات المفاتيح في تحليل الخطاب.( ترجمة: ناصر الغالي). دار جامعة الملك سعود. الرياض
داقيز،آلان ،و إلدر،كاثرين. (2016) المرجع في اللغويات التطبيقية.ج1 (ترجمة: ماجد الحمد، وحسين عبيدات) الرياض: دار جامعة الملك سعود.
سالم، محمد محمد والمطيري، فيصل بن فرج. (2019) التقييم الديناميكي التفاعلي وأثره في تحسين الكتابة الإقناعية الأكاديمية لدى غير الناطقين بالعربية من الكبار. المؤتمر الدولي الثامن للغة العربية، كتاب الأبحاث، الكتاب الأول، 160- 178.
عبيد، حاتم. (2013) الخطاب على الخطاب مظهرا من مظاهر التفاعل في الخطاب الجامعي، جامعة القيروان، كلية الآداب والعلوم الإنسانية. 67 – 106.
عبيد، حاتم. (2021) الخطاب الجامعي من منظور اللسانيات التفاعلية، عمان-الأردن: دار كنوز المعرفة للنشر والتوزيع.
العصيمي، صالح وصالح، محمود إسماعيل والفيفي، عبد الله والثبيتي، عبد المحسن والشمري، عقيل والمجيول، سلطان. (2015) المدونات اللغوية العربية بناؤها وطرق الإفادة منها. مركز الملك عبد الله الدولي لخدمة اللغة العربية. ط1 .
مانغونو،دومينك (2008) المصطلحات المفاتيح لتحليل الخطاب. (ترجمة : محمد يحياتن). الجزائر، الدار العربية للعلوم ناشرون.
هايلاند، كين (2017). الخطاب الأكاديمي. (ترجمة: سلطان الحربي) الرياض: دار جامعة الملك سعود للنشر.
Al-Ghoweri, H. A., & Al Kayed, M. M. (2019). A comparative study of hedges and boosters in English and Jordanian Arabic: Economic newspaper articles as a case study. Theory and Practice in Language Studies, 9(1), 52.
Al-Mudhaffari, M., Hussin, S., & HoAbdullah, I. (2020). Interactional Strategies in L2 Writing: An Exploration of Hedging and Boosting Strategies in Applied Linguistics Research Articles. International Journal of Arabic-English Studies (IJAES), 20(1).
Altman, D.G. (1999). Practical Statistics for Medical Research. Chapman & Hall/CRC, London.
alilifar, A., & Alipour, M. (2007). How Explicit Instruction Makes a Difference: Metadiscourse Markers and EFL Learners’ Reading Comprehension Skill. Journal of College Reading and Learning, 38(1), 35–52.
Björk, L., Bräuer, G., Rienecker, L., & Jörgensen, P.S. (2003). Teaching Academic Writing in European Higher Education: An Introduction. In: Björk, L., Bräuer, G.
Bloor, M., & Bloor, T. (1991). Cultural expectations and socio-pragmatic failure in academic writing. In A. Adams, B. Heaton, & P. Howarth (Eds.), Socio-Cultural Issues in English for Academic Purposes.
Bouchemet, A. (2019). Interactional Metadiscourse in Applied Linguistics Master theses: A Corpus Based Comparative Study. 57–70.
Cao, F., & Hu, G. (2014). Interactive metadiscourse in research articles: A comparative study of paradigmatic and disciplinary influences. Journal of Pragmatics, 66, 15-31.
ÇAPAR, M. (2014). A STUDY ON INTERACTIONAL METADISCOURSE MARKERS IN RESEARCH ARTICLES.
Cheng, X., & Steffensen, M. (1996). Metadiscourse: a technique for improving student writing. Research in the Teaching of English, 30(2), 149-81.
Connor, U. (1996). Contrastive Rhetoric: Cross-Cultural Aspects of Second-Language Writing. Cambridge University Press.
Dudley-Evans, T., & St. John, M. J. (1998). Developments in English for specific purposes. Cambridge: Cambridge University Press.
Esfandiari, R., Allaf-Akbary, O. (2022). Metadiscursive Features in Research Articles: The Role of Stimulated Recall. Journal of English Language Teaching and Learning, 14(29), 245-263.
Ghadyani, F., & Tahririan, M. H. (2015). Interactive markers in medical research articles written by Iranian and native authors of ISI and non-ISI medical journals: a contrastive metadiscourse analysis of method section. Theory and Practice in Language Studies, 5(2), 309.
Hinkel, E. (2003). Simplicity Without Elegance: Features of Sentences in L1 and L2 Academic Texts. TESOL Quarterly, 37(2), 275-301.
Hinkel, E. (2005). Hedging, Inflating, and Persuading in L2 Academic Writing. Applied Language Learning, 15(1), 29-53.
Holmes, J. (1982). Expressing Doubt and Certainty in English. RELC Journal, 13(2), 9-28.
Hunston, S. (2002). Corpora in applied linguistics. Cambridge: Cambridge University Press.
Hyland, K. (1996). Talking to the academy: Forms of hedging in science research articles. Written Communication, 13(2), 251-281.
Hyland, K. (1998). Boosting, hedging, and the negotiation of academic knowledge. TEXT, 18(3), 349-382.
Hyland, K. (2005). Metadiscourse: Exploring interaction in writing. Bloomsbury Publishing.
Hyland, K. (2008). Disciplinary voices. English Text Construction, 1(1), 5–22.
Hyland, K. (2013). Writing in the university: Education, knowledge, and reputation. Language Teaching, 46(1), 53-70. doi:10.1017/S0261444811000036.
Hyland, K. (2019). Academic interaction: Where’s it all going? Studies in Higher Education, 44(8), 1345-1357.
Hyland, K., & Jiang, F. K. (2018). In This Paper We Suggest: Changing Patterns of Disciplinary Metadiscourse. English for Specific Purposes, 51, 18-30.
Hyland, K. &Salager-Meyer, F. (2008). Science writing. In Cronin, B. (ed) Annual Review of Information Science and Technology. Vol 42: 297-338
Jin, X., & Shang, Y. (2016). Analyzing Metadiscourse in the English Abstracts of BA Theses. Journal of Language Teaching and Research, 7(1), 210-215.
Jordan, R. (1997). English for academic purposes. Cambridge: Cambridge University Press.
Kheryadi, A. M., & Syahid, A. H. (2022). Hedges in English and Arabic Metadiscourse Utility in Academic Writing: A Contrastive Analysis. Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab, 14(2), 308-323.
Kim, I. H. (2017). Metadiscourse in persuasive essays by elementary students in South Korea and the US. Journal of Language and Cultural Education, 5(2), 80–102.
Landis, J.R., & Koch, G.G. (1977). The Measurement of Observer Agreement for Categorical Data. Biometrics, 33(1), 159-174.
McGrath, L., & Kuteeva, M. (2012). Stance and engagement in pure mathematics research articles: Linking discourse features to disciplinary practices. English for Specific Purposes, 31(3), 161–173.
Myers, G. (1989). The pragmatics of politeness in scientific articles. Applied Linguistics, 10, 1-35.
Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. (1985). A comprehensive grammar of the English language. New York: Longman.
Sahebkheir, F., & Vosoughie, M. (2020). A Metadiscourse Analysis over Interactive VS Interactional Resources within English Academic Articles in Arts and Humanities. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 8(1), 225-245.
Sa’adeddin, M. A. (1989). Text development and Arabic-English negative interference. Applied Linguistics, 10(1), 36-51.
Sahebkheir, F., & Vosoughie, M. (2020). A Metadiscourse Analysis over Interactive VS Interactional Resources within English Academic Articles in Arts and Humanities. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 8(1), 225-245.
Sinclair, J. (2005). Corpus and Text-Basic Principles in Developing Linguistic Corpora: a Guide to Good Practice, ed. M. Wynne.
Sultan, A. (2011). A contrastive study of metadiscourse in English and Arabic linguistics research articles. Acta Linguistica, 5(1), 28–41.
Swales, J. (1990). Genre analysis. Cambridge: Cambridge University Press.
Swales, J., & Feak, C. (2005). Academic writing for graduate students: Essential tasks and skills (2nd ed.). Tesl-EJ, The Electronic Journal for English as a Second Language, 8(4).
Tashakkori, A., & Creswell, J. W. (2007). The New Era of Mixed Methods. Journal of Mixed Methods Research, 1(1), 3-7.
Thompson, G. (2001). Interaction in academic writing: Learning to argue with the reader. Applied Linguistics, 22(1), 58-78.
Vázquez Orta, I., & Giner, D. (2009). Writing with conviction: The use of boosters in modifying claims in academic writing. Revista Alicantina de Estudios Ingleses, 22, 219-237
Viana, V., & O'Boyle, A. (2021). Corpus linguistics for English for academic purposes. Routledge.
Williams, J. (1990). Style: Ten Lessons in Clarity and Grace.
Yagız, O., & Demir, C. (2014). Hedging strategies in academic discourse: a comparative analysis of Turkish writers and native writers of English. Procedia-Social and Behavioral Sciences, 158, 260-268.
Yalavaç, Ç. (2021). Boosting and Hedging in Turkish Research Articles. [MA Thesis]. Hacettepe University Graduate School of Social Sciences.
)
مشاهدة على SCiNiTO