Cultural Differences in Writing English Native and Non-Native Acknowledgment texts: A Contrastive Study

This study investigates the similarities and differences in different cultures between English natives and non-natives speakers in writing acknowledgments. Six major sections of acknowledgments in both English natives and non-natives were examined. Forty- three dissertations and books from different fields, 11 by English natives and 32 by non-natives including Iranians (Fourteen written by Iranians, seven in English and seven in Persian) were analyzed in percentages, and the quantitative results of the analysis were examined statistically. The results showed that the cultural origins and the teamwork had the most differences. There was the least gap due to supervisor and advisor, and the most gaps were seen between writing acknowledgments of natives and non-natives, which were due to family and God. The average of word counts of natives and non-natives writings came to a great similarity

Cultural Differences in Writing English Native and Non-Native Acknowledgment texts: A Contrastive Study

This study investigates the similarities and differences in different cultures between English natives and non-natives speakers in writing acknowledgments. Six major sections of acknowledgments in both English natives and non-natives were examined. Forty- three dissertations and books from different fields, 11 by English natives and 32 by non-natives including Iranians (Fourteen written by Iranians, seven in English and seven in Persian) were analyzed in percentages, and the quantitative results of the analysis were examined statistically. The results showed that the cultural origins and the teamwork had the most differences. There was the least gap due to supervisor and advisor, and the most gaps were seen between writing acknowledgments of natives and non-natives, which were due to family and God. The average of word counts of natives and non-natives writings came to a great similarity

Interpersonal Metadiscourse in Compositions Written by Iranian ESP Students

The aim of this study was to investigate two types of Hyland's interpersonal metadiscourse (MD) used in compositions written by male and female students. Twelve students including 5 males and 7 females aged between 26 -33 who have been studying chemistry engineering in Islamic Azad University, Shahreza Branch were selected. Without any instruction, they were given a topic to write an eighty-word composition in ten minutes. Compositions were collected and were analyzed quantitatively and qualitatively. Data was analyzed quantitatively in the result section and discussed qualitatively in discussion and conclusion sections. Findings showed that students employed all types of metadiscourse except for two subcategories of interactive MD namely endophoric markers and evidentials. Self mentions were the most frequently used, and hedges and boosters were the least in both males and females. Differences between genders in using MD with different degrees of occurrence are present in the overall interpersonal metadiscourse

Cultural Differences in Writing English Native and Non-Native Acknowledgment texts: A Contrastive Study

This study investigates the similarities and differences in different cultures between English natives and non-natives speakers in writing acknowledgments. Six major sections of acknowledgments in both English natives and non-natives were examined. Forty- three dissertations and books from different fields, 11 by English natives and 32 by non-natives including Iranians (Fourteen written by Iranians, seven in English and seven in Persian) were analyzed in percentages, and the quantitative results of the analysis were examined statistically. The results showed that the cultural origins and the teamwork had the most differences. There was the least gap due to supervisor and advisor, and the most gaps were seen between writing acknowledgments of natives and non-natives, which were due to family and God. The average of word counts of natives and non-natives writings came to a great similarity

Interpersonal Metadiscourse in Compositions Written by Iranian ESP Students

The aim of this study was to investigate two types of Hyland's interpersonal metadiscourse (MD) used in compositions written by male and female students. Twelve students including 5 males and 7 females aged between 26 -33 who have been studying chemistry engineering in Islamic Azad University, Shahreza Branch were selected. Without any instruction, they were given a topic to write an eighty-word composition in ten minutes. Compositions were collected and were analyzed quantitatively and qualitatively. Data was analyzed quantitatively in the result section and discussed qualitatively in discussion and conclusion sections. Findings showed that students employed all types of metadiscourse except for two subcategories of interactive MD namely endophoric markers and evidentials. Self mentions were the most frequently used, and hedges and boosters were the least in both males and females. Differences between genders in using MD with different degrees of occurrence are present in the overall interpersonal metadiscourse