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Öğe A Comparative Study of Boosting in Academic Texts: A Contrastive Rhetoric(Canadian Center Science & Education, 2015) Yagiz, Oktay; Demir, CuneytBoosting, an authorial commitment, and hedging, a authorial mitigating, are two issues interconnected one another with a gaining importance in the last decades (for detail see Gillaerts & Velde, 2010). However, boosting has remained as an issue needing to be studied from different aspects; for instance, cross-linguistic, cross-disciplinary, cross-cultural or comparative while hedging gains a great deal of attention from researchers. The purpose of the present study is to investigate the corpora in terms of statistical inclusion of certainty markers in the research articles written in English by Turkish, Japanese and Anglophonic authors, and then to explain the results obtained through statistical tests in the sense of linguistic and cultural factors. A corpus of total 60 research articles written by 20 Anglophonic authors, 20 Japanese authors, and 20 Turkish authors of English constituted the data for the present study. The data were scanned by researchers of the present study. Having completed the scanning, the words functioning as boosters were categorized in line with the taxonomy created for the present study. Then, the total certainty markers for each group of scholars were calculated and analyzed through ANOVA test. The test results provided whether there were any statistically significant differences among the groups in terms of including boosters in the research papers. Furthermore, the present study formed a boosting list as a result of dictionary scanning, which may be a reference for further studies, and the most and the least used boosters of authors were gathered in the tables.Öğe Advanced English grammar: A linguistic approach(Univ Granada, 2021) Demir, Cuneyt[Abstract Not Available]Öğe Contrastive Pragmatics: Apologies & Thanks in English and Italian(Canadian Center Science & Education, 2016) Demir, Cuneyt; Takkac, MehmetAwareness of language or language competency has greatly changed from the focus of language itself as form and structure to language use as pragmatics. Accordingly, it is widely accepted that different cultures structure discourse in different ways. Moreover, studies have shown that this holds for discourse genres traditionally considered as highly standardized in their rituals and formulas. Taking inspiration from such studies, this paper employs a corpus-based approach to examine variations of the apology and thanking strategies used in English and Italian. First the apology itself as a form of social action is closely analyzed and then thanking. This study also pays special attention on analyzing and contrasting apology and thanking strategies in American English and in Italian in terms of Marion Owen's remedial strategies (Owen, 1983), and Olshtain & Cohen's semantic formulas in the apology speech act set (Olshtain & Cohen, 1983). The purpose of the study is not only to compare apology and thanking speech acts but to also learn their contextual use. The findings suggest that the status and role of the situation affect the speakers' choice of apology and thanking strategies, and semantic formulas are of great importance.Öğe Determining Efficient Post-Writing Activity for Error Correction: Self-Editing, peer Review, or Teacher Feedback?(Univ Granada, 2021) Demir, CuneytWriting in English has always been a formidable obstacle for learners; accordingly, many studies aimed to find not band-aid but complete solutions for learners to improve their writing proficiency. One of these solutions, largely thought to reduce language errors, is error correction. However, instructors seem to be alternating between different corrective feedbacks with the purpose of determining the most efficient one for their students. Previous research largely compared peer feedback and teacher correction and ignored self-editing. In this sense, this study investigated three error correction methods, namely self-editing, peer review, and teacher corrections. To achieve this, three student groups were created and each group, composed of 10 students, was tested with one method. Wilcoxon, Kruskal-Wallis, and Mann-Whitney U tests were employed for analyses and the results yielded significant differences in terms of all methods concerning comparisons of pre- and post-tests. On the other hand, the test to determine inter-group differences found significant results for the method of teacher correction. Furthermore, the most frequent linguistic errors in students' writing were revealed. This research contributes to teaching pedagogy by comforting instructors regarding the efficiency of teacher correction and suggests instructors focus on particularly spelling, punctuation, and article to prompt writing development.Öğe Hedging strategies in academic discourse: A comparative analysis of Turkish writers and native writers of English(Elsevier Science Bv, 2014) Yagiz, Oktay; Demir, CuneytGiven the use of appropriate uncertainty, the right strength of claim for the data, politeness and proper positioning oneself, though hedging is an important component of western academic discourse there appears inadequate awareness. The present study aims to reveal the tendency and preferences of Turkish and Anglo-sphere scholars in terms of using hedging strategies, and frequency of hedges and whether any differences exist in their published articles. Data corpus was composed of 100 articles published in English that equally belong to Non-native writers (Turkish) and native writers of English (Anglo-sphere). Three main parts of the articles i.e. Introduction, Discussion, and Conclusion, where hedging devices are commonly used will be analyzed through a concordance program to get the hedge frequencies. The outputs will be categorized according to a framework included 9 hedge types (Adverbs of Frequency, Quantifiers, Modal Auxiliary Verbs, Epistemic Verbs, Adjectives & Adverbs, Nouns, Conversational & Informal, Introductory phrases, Vague References). The categorized outputs will be analyzed by means of MANOVA and Mann-Whitney tests to compare Non-native writers (NNW) and Native writers (NW) in terms of the hedge frequency. Having completed statistical analyses, the function of hedges used in both groups was examined so as to interpret hedging strategies. The results will provide important insights about using tentative language strategies of NNWs and NWs of English. Further, as for nine hedging types, the results will reveal each group's hedging tendencies and differences. (C) 2015 The Authors. Published by Elsevier Ltd.Öğe Öğe Linguistic Pragmatics of Intercultural Professional and Business Communication(Hacettepe Univ, Elt Dept, 2019) Demir, CuneytLinguistic Pragmatics of Intercultural Professional and Business Communication, Elena N. Malyuga and Svetlana N. Orlova. Springer, Cham / Switzerland (2018). 145 pp., Hardcover: $109.99, ISBN:978-3-319-68743-8, eBook: $84.99, ISBN:978-3-319-68744-5 (C) 2019 EJAL & the Authors. Published by Eurasian Journal of Applied Linguistics (EJAL).Öğe Thinking English Translation: Analysing and Translating English Source Texts(Hacettepe Univ, Elt Dept, 2019) Demir, CuneytThinking English Translation: Analysing and Translating English Source Texts, Stella Cragie and Ann Pattison. Routledge, Oxon / New York (2018). 134 pp., Paperback: 23.99 pound, Hardback: 88.00 pound, ISBN: 978-1-138-71394-9 (C) 2019 EJAL & the Authors. Published by Eurasian Journal of Applied Linguistics (EJAL).
