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dc.contributor.advisor Ibrahim, Zeinab
dc.contributor.advisor Aboelseoud, Dalal
dc.contributor.advisor Effat, Ragia
dc.contributor.author Abdelmoneim, Ahmad
dc.creator Abdelmoneim, Ahmad
dc.date.accessioned 2012-09-12T07:24:19Z
dc.date.available 2012-09-12T16:00:03Z
dc.date.created 2009 Spring
dc.date.issued 2012-09-12T07:24:19Z
dc.identifier.uri http://dar.aucegypt.edu/handle/10526/3243
dc.description.abstract This research-work aims at studying the use of metadiscourse markers by foreign learners of Arabic to enhance their writing skills. First there is an introduction which explains the role of metadiscourse markers in writing within the framework of the two paradigms of meaning suggested by Halliday, i.e. the textual and the interspersonal. Second two hypotheses on which the research-work is built are spelled out. The first hypothesis assumes that writers will always use the two basic paradigms of meaning suggested by Haliday as far as metadiscourse markers are concerned. The Second one postulates that foreign learners of Arabic acquire solid knowledge of these four categories of markers that fall within the two paradigmatic classifications, their performance in writing will be improved significantly in comparison with those who did not acquire such knowledge. Before examining these two hypotheses the research provides a full-fledged account of four basic types of metadiscourse markers and their equivalents in Arabic. Then it sets out to check the two afore â mentioned hypotheses. In order to verify the two hypotheses mentioned above, two methodologies are used correspondingly to each hypothesis. The first methodology is an empirical one and the second is experimental. The empirical method used in verification of hypothesis one, involves an analysis of a sample of twenty newspaper articles about a given subject representing different styles, cultural backgrounds, personal and political affiliations of writers. In order to verify the second hypothesis, the foreign learners of Arabic will be able to improve their performance in writing significantly by mastering the use of metadiscourse markers, an experimental methodology is applied. Two groups of non-native Arabic learners are selected randomly, one serving as a control class and the other serving as an experimental class. The results show that following a post-test given to both groups, the writing level of the experimental group, who analyzed and learned metadiscourse markers, comes out higher than that of the control group, who did not go through this experience. en
dc.format.medium theses en
dc.language.iso en en
dc.rights Author retains all rights with regard to copyright. en
dc.subject Egypt en
dc.subject English language en
dc.subject Terms and phrases en
dc.subject Constitutional amendments en
dc.subject Errors of usage en
dc.subject Arabic language en
dc.subject Journalism en
dc.subject Terminology en
dc.subject.lcsh Thesis (M.A.)--American University in Cairo en
dc.title Interpersonal metadiscourse categories in two Egyptian newspapers concerning the 2007 "constitutional amendments" en
dc.type Text en
dc.subject.discipline Teaching Arabic as a Foreign Language en
dc.rights.access This item is available en
dc.contributor.department American University in Cairo. Arabic Language Institute en
dc.description.irb American University in Cairo Institutional Review Board approval is not necessary for this item, since the research is not concerned with living human beings or bodily tissue samples. en


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  • Theses and Dissertations [1863]
    This collection includes theses and dissertations authored by American University in Cairo graduate students.

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