Upotreba ograda i pojačivača u studentskim esejima o zaštiti životne sredine na engleskom jeziku

Abstract

Poslednjih godina, upotreba metadiskursa u pisanoj produkciji na univerzitetskom nivou učenja jezika predstavlja vrlo važnu temu u literaturi. Ovaj rad bavi se upotrebom dve specifične metadiskursne odlike, ograda i pojačivača, u esejima studenata posvećenim pitanjima sprečavanja efekata globalnog zagrevanja i napisanim u okviru kursa engleskog jezika na univerzitetskom nivou. Analizirano je ukupno 124 eseja (20.829 reči). Primenom Hajlandovog interpersonalnog modela metadiskursa, utvrđeno je da se u analiziranim esejima znatno češće koriste ograde nego pojačivači (22,23 prema 8,26 na 1000 reči). Unutar obe klase uočavaju se različiti glagolski, imenički, priloški i pridevski markeri ograđivanja i pojačavanja iskaza. U zaključku se ukazuje na neophodnost uvođenja metadiskursnih markera u kurikulum nastave stranog jezika na univerzitetskom nivou s obzirom na njihov značaj ne samo u akademskim, već i u drugim tipovima tekstova s kojima će se (diplomirani) studenti susretati u toku i posle studiranja.

In recent years, the use of metadiscourse in the material written at the university level of language learning has been a very important topic in the literature. This paper deals with the use of two specific metadiscourse features, hedges and boosters, in students' essays related to the issues of preventing the effects of global warming. The essays were produced during a university-level English language course at the Faculty of Mechanical Engineering. A total of 124 essays (20,829 words) were analysed. Using Hyland's interpersonal metadiscourse model, it was found that hedges were much more frequent in the analysed essays in comparison to boosters (22.23 vs. 8.26 per 1000 words). Within both classes, there were examples of use of different verbs, nouns, adverbs, and adjectives acting as hedges or boosters. The conclusion points to the need to introduce metadiscourse markers in the curriculum of foreign language teaching at the university level, given their importance not only in academic but also in other types of texts that (graduate) students will deal with both during and after their studies.