Yazılı söylemde karşılaştırmalı analiz: Anadili İngilizce olan ve İngilizce'yi yabancı dil olarak öğrenen öğrencilerin savlama temelli metinlerinde çerçeve belirleyicilerini kullanımı üzerine bir derlem çalışması

Argumentative writing can be challenging for student writers as it requires them to organize their claim, counter/arguments and discourse through the use of linguistic expressions and communicate successfully with readers. Among these expressions, as an essential part of written discourse, frame markers are central to explicit structuring of discourse, organization of ideas, points and counter/arguments in sequences and different segments of discourse. They are also considered to be the best representatives of organizational structure of discourse (Hempel & Degand, 2006) and serve a variety of different functions including sequencing (i.e.first/ly, second/ly), announcing goals (i.e. purpose, focus), labeling stages of a text (i.e. to sum up, in conclusion) and topic shift (i.e. now, so) (Hyland, 2005a). However, in second/foreign language writing courses, little attention is given to how frame markers are helpful in processing the written texts and thus non-native students find it difficult to use them effectively and rely heavily on restricted types. Due to the scarcity of research on Turkish non-native students' writings from metadiscoursal aspect, an insight into how Turkish non-native language learners employ these markers in their essays would provide fruitful findings for the outcomes of the study in order to detect and take precautions related to frame marker use in text organization and for the clarification of differences in frame marker use by different discourse societies. It is also worth comparing non-native students with native American students in order to highlight how they typically use frame markers rather than relying on 'native intuition' (Nesselhauf, 2004: 125) and to reveal the variation between native and non-native students. In this sense, the aim of the current study is to examine frame marker use in English argumentative essays written by Turkish 1st year university students majoring at English Language Teaching (ELT) Department and American university students to find out the dis/similarities in terms of frequency and functions of frame markers. For the purposes of the study, 100 American argumentative essays are drawn from Louvain Corpus of Native English Essays (LOCNESS) and 100 Turkish language learners' argumentative essays are compiled in a corpus via simple random sampling. Frame markers are identified with the help of the AntConc 3.2.4 concordance software and analyzed manually using Hyland's (2005a) taxonomy of functions and verified with the help of another rater, a researcher in the institution where the study is conducted. According to this taxonomy, frame markers served the functions of sequencing, labelling stage, topic shift and announcing goal. Then, the frequency analysis is carried out via word-based method, that is, the frequency of occurrences are analyzed per 10,000 words for standardization of sizes of two corpora to a common basis along with calculation of raw numbers and percentages, and Log-Likelihood statistical test is used to compare them to find out if the differences are significant or not. The findings of the study reveal variation across four categories of frame markers in each corpus and between two corpora in terms of frequency of occurrence and types of items. Overall, sequencing items abound in number and the items used for announcing goal are quite limited in number and types in both corpora. In addition, non- native students employed frame markers much more frequently and with more diverse types compared to native students. The findings are hoped to raise awareness in frame marker use and suggest providing L2 learners with the opportunity to explore and practice the uses of a variety of frame markers in structuring their arguments in their academic texts. Key words: Argumentative essays, corpus-based study, frame markers, metadiscourse, native and non-native students