Indirectness Markers in Korean and Persian English Essays: Implications for Teaching Writing to EFL Learners

Autor/inn/en	Rillo, Richard M.; Alieto, Ericson O.
Titel	Indirectness Markers in Korean and Persian English Essays: Implications for Teaching Writing to EFL Learners
Quelle	13 (2018) 2, S.165-184 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1718-2298
Schlagwörter	Second Language Learning; English (Second Language); Writing Instruction; Essays; Writing (Composition); Foreign Countries; Discourse Analysis; Writing Strategies; Contrastive Linguistics; Cultural Influences; Literary Styles; College Freshmen; South Korea; Iran + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibunterricht; Essay; Aufsatzunterricht; Schreibübung; Ausland; Diskursanalyse; Schreibtechnik; Linguistics; Kontrastive Linguistik; Cultural influence; Kultureinfluss; Literarischer Stil; Studienanfänger; Korea; Republik
Abstract	This study investigated and analyzed the prevalence and presence of indirectness markers in Korean and Persian English Essays. The researchers analyzed the prevalence of the indirectness markers as a set of politeness strategies employed by the Korean and Persian university bound students in their English compositions. Furthermore, the researchers espoused the Politeness Strategies Theory proposed by Brown and Levinson as framework in the analysis of the indirectness markers in the texts. In the analysis of the English essays, it was found out that there were seven (7) categories of indirectness markers evident in the essays. The Persian English writers displayed a noticeable evidence of repetition and vagueness and ambiguity in their essays while the Korean counterparts on point-of-view distancing. The presence of these indirectness markers in their writing are attributed to socio-cultural factors, such as Persians have the tendency to be literary in their writing while the Koreans, prose-oriented resulting to lengthy descriptive accounts and indirectness. The results and findings of the study could be beneficial to English writing pedagogy in an English as Second Language (ESL) context. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01