Akademik Veri Yönetim Sistemi
Fourth International Congress on Academic Studies in Philology: Digitalisation in Humanities, Tekirdağ, Türkiye, 12 - 13 Aralık 2025, (Özet Bildiri)
This study investigates the use of interactional metadiscourse markers in academic writing, exploring the complex interplay of academic discipline, language background, and author gender. Following Hyland’s (2005) interpersonal model, we analysed a corpus of research articles and PhD dissertations from ELT, Linguistics, and Literature, comparing texts written in L1 Turkish with those written in L2 English by Turkish-speaking academics. The descriptive analysis reveals three key findings. First, a significant shift occurs in L2 English writing, characterised by a dramatic increase in the frequency of hedges across all disciplines, suggesting a rhetorical strategy of caution and adaptation to Anglophone conventions. Second, the use of boosters and attitude markers is strongly governed by disciplinary norms, indicating that each field possesses a distinct "rhetorical dialect" reflecting its unique epistemological assumptions. Third, gender-based patterns are inconsistent and highly context-dependent, suggesting that disciplinary and linguistic pressures are more powerful determinants of authorial voice than gender alone. These findings underscore the need for discipline-specific EAP pedagogy that moves beyond form to focus on rhetorical function, and they challenge simplistic binaries in the analysis of academic voice. The study highlights the multi-layered process of rhetorical negotiation faced by L2 writers in global academia.