TÜRKÇE AKADEMİK METİNLERDE KAÇINSAMALAR İLE VURGULAYICILARIN KULLANIMI VE AKADEMİK YAZMA
THE USAGE OF HEDGES AND BOOSTERS IN TURKISH ACADEMIC TEXTS AND ACADEMIC WRITING

Summary/Abstract: Metadiscourse are the tools the authors use to contact the reader. They help organize discourse, include the reader into the text, and convey the attitude of the author to the reader (Zarei, 2011). Metadiscourse is the linguistic sources used by a discourse or author to regulate the distance to the content of the text or the reader (Hyland 2000). In doing so, the author uses a number of metadiscourse tools. These tools, called metadiscourse markers which show that the author aims to communicate with the recipient of the text and is aware of the needs of the text recipient in understanding the semantic content of the text, even though it is not directly related to the content of the text that the author has revealed. Matadiscourse markers hav two sub-category: interactive and interactional. One of the sub-title of the interactive tools is hedges. Hedges are the reflection of the author's comments on a decision and a proposal by perceiving alternative sounds and perspectives. Boosters are the tools that the author closes alternative ideas, opposing perspectives and expresses his own certainty. In this context, the subject of this study is to determine hedges and boosters used in Turkish academic texts written in the field of Social Sciences based on the Hyland (2005)’s Metadiscourse Model. The data is randomly chosen from the periodicals (Sosyoloji Dergisi, Eğitim ve Öğretim Araştırmaları Dergisi, Türk Psikoloji Dergisi, Tarih İncelemeleri Dergisi, Felsefe Dünyası, Turizm Araştırmaları Dergisi, Dilbilim Araştırmaları Dergisi) in the ULAKBİM Social Sciences Database and has been published between 2010-2015. A database of 145,448 words in total was examined. The hedges and boosters were detected were evaluated by frequency and chi-square analysis.

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